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ELEMENTS OF GRAMMAR. 



•^ THE 

FIRST BOOK 



OF 



ENGLISH aHAMMAR; 

PREPARED AS A TEXT-BOOK FOR PUBLIC SCHOOLS, 



THE PRIMARY CLASSES OF HIGH SCHOOLS AND 

ACADEMIES. 



BY 

H. D. WALKER, A.M., 

LATE PRINCIPAL, AND PROFESSOR OF THE THEORY AND PRACTICE OF TEACHING, 
OF THE ORANGEVILLE NORMAL SCHOOL. 



" The first lesson of him who would become a s&hc^ar, is to unlearn 
what he has learned wrong." 




PHILADELI^HIA: 
CLAXTON, EEMSEN & HAFFELFHSTGEE, 

819 & 821 MARKET STREET. 

18 69. 






Entered according to Act of Congress, in the year 1869, by 

CLAXTON, REMSEN & HAFFELFINGER, 

in the Clerk's Office of the District Court of the United States for the 
Eastern District of Pennsylvania. 



^»jj ^>^— ^ty^, 

/^J^^ J. FAGAN & SON, ^fe^^ 

'"^ "^Wf STEREOTYPERS, PHTLAD'A. ^^^^^ 



Moore Bros., Printers. 



TO 
Hon. SAMUEL P. BATES, LL.D., 

STATE HISTORIAN OF PENNSYLVANIA, 
AS A 

token of personal friendship, 

and of regard for 

his ripe scholarship and varied accomplishments, 

is respectfully dedicated by 

The Author. 



PREFACE. 



THE papers of the First and the Second Book ^ of Gram- 
mar were commenced more than twenty-five years ago. 
The author, then engaged in the training of a large class 
of teachers for the public schools of Massachusetts, had 
sought among the text-books within his reach, for a well- 
digested system of English Analysis, and of Analytical 
Parsing. His search being fruitless, he prepared, for his own 
convenience and the use of his classes, a series of Rules ; 
which, with numerous alterations and revisions, was for sev- 
eral years taught by himself, and by other teachers under his 
charge. Additional papers were from time to time pre- 
pared, until nearly the whole subject-matter of Grammar 
had been canvassed. In using these isolated papers, it be- 
came necessary to unite them; and a course of lessons on 
grammar was the result. During a half-score of years these 
lessons were taught to hundreds of classes, all of whom 
earnestly pleaded for their publication. 

Educators and teachers, who visited the schools under his 
charge, and witnessed the results of his training, urged this 
as a debt to the rising generation, and to posterity ; and ap- 
pealed to the author's patriotism and educational enterprise 
to induce him to give early attention to the work. 

But the results of his teaching were by no means satisfac- 

* The Second Book is soon to be publislied. 
1* V 



VI PREFACE. 

tory to himself. Numbers of young men and women, who 
were prepared to analyze and parse nearly every sentence 
of English literature, and to detect and correct any viola- 
tion of the Kules of Syntax, were very far from being* accu- 
rate practical grammarians. Incorrect, and even slang words 
and phrases, were a part of their daily language ; and, as 
learned from their parents, and early companions, formed 
an important element of their mother-tongue. These inac- 
curacies, like the brogue of a foreigner, impaired the purity 
and beauty of their language, to such an extent as to be a 
source of mortification, and even reproach^ to themselves 
and their teachers. But ''man is a bundle of habits;'^ and 
it is by no means easy for " the Ethiopian to change his 
skin, or the leopard his spots." 

To correct these errors became an object of primary at- 
tention. In view of its importance, any effort which gave 
promise of success seemed to the author to be practicable. 
But how should he begin? Gathering up the forms of in- 
accuracy which — from every source, his ow^n collections and 
those of others, — his daily observation in the neighborhood, 
the school-room, and on the play-ground — came within his 
reach, he repeated them to his classes from day to day, until, 
by constant drilling, they became trained to use language 
correctly. This process, however, required much valuable 
time, that might, by the advanced pupil, be turned to 
good account. 

The inquiry arose. May not this time be saved? If so, 
how ? May not these expressions be repeated to children, 
and they be taught to make the corrections, until their deli- 
cate ear and sensitive faculties shall instantly detect the 
wrong, and suggest the right forms. The trial was made, 
and, in the opinion of those who witnessed its results, was a 
success. It has been continued until it is no longer an ex- 
periment, but a confirmation of the truth, "Train up a 



PREFACE. Vll 

child in the way he should go, and when he is old he will 
not depart from it/' 

Hardly, however, had this course of training been entered 
upon, before the advanced students began to apply the 
" rule and line '' to the work of their teachers. The lan- 
guage of the grammars they had studied, and particularly 
of the manuscript lessons they were then pursuing, came 
under their review ; and while many expressions were pro- 
nounced incorrect, they were ready to say, " Physician, heal 
thyself.'^ The lessons which had been a source of pride to 
the author, had to be, not only revised, but carefully re- 
written. The Models for Parsing, which had especially 
'^fallen under the lash,'' were subjected to the severest scru- 
tiny ; for youthful critics are not slow to detect an error, 
even though they may not always be able to correct it. 

In the revision of his manuscripts, the author placed at 
the commencement, "The Corrections of the First Part." 
The Second, Third, and Fourth Parts, which make up the 
remaining portion of the " Elements of Grammar, '' were 
written as a connecting link between Part First and the 
Second Book of Grammar ; which latter was originally pre- 
pared for the use of classes that had already made consider- 
able progress in this science. 

The Third and Fourth Parts were completely re- written, 
and every sentence submitted to a critical examination. 
Thus revised, the manuscripts have been used in the instruc- 
tion of every grade of pupils, for nearly ten years; and 
such has been the interest they have awakened, as to make 
the study of Grammar a recreation, and the hour of its 
recitation one of almost unmingled delight. 

To this interest, the system of symbols has greatly con- 
tributed ; and to their use the attention of teachers is 
invited. An experience of years has only strengthened the 
conviction, that they are to Grammar wha,t figures are to 
Arithmetic, and diagrams to Geometry. 



VIU PREFACE. 

During tlie last three months, the "Elements of Gram- 
mar " have been thoroughly revised ; and, at the solicitation 
of hundreds of teachers, are now, under the title of '^The 
First Book in Grammar/^ offered to the public. That they 
may be of service to the cause of education, and may assist 
the youth of our State and country, in acquiring correct 
habits of speaking and of writing the noblest language in 
which human thought finds its expression, is the sincere 
wash of the author. 

H. D. W, 

Orangeville, April 1, 18G9. 



SUGGESTIONS TO TEACHERS. 



1. He makes most progress in the study of Grammar who 
advances slowly. Each lesson should be thoroughly mastered 
before the next is undertaken. 

n. Part First may be successfully taught to children 
from eight to twelve years of age ; and Part Second, to chil- 
dren from ten to fifteen years of age. To older pupils, the 
two parts may be taught separately or simultaneously. 

in. The teacher should watch the language of his pupils, 
and correct every expression which is not accurate. This 
should be done in such a manner as not to - embarrass, but 
to aid the pupil. 

rV". Pupils should be encouraged to write compositions 
daily. The exercises at first may be limited to a simple 
sentence, as in Lesson III. of Part II., and gradually ex- 
tended to complex and compound sentences, and to descrip- 
tive and didactic essays. 

V. The models of analysis and' parsing should be care- 
fully studied and followed. The symbols also of the Parts 
of Speech, and the Symbols of Eelation, should be con- 
stantly applied to the exercises for parsing. 

If these suggestions be followed, it is believed that the 
study of Grammar, instead of being dry and uninteresting, 
will rouse the faculties and awaken the interest of the pupil, 
and thus prepare him for the more successful performance 
of all his duties. ' 

H. D. W. 
ix 



CONTENTS. 



PART FIRST 
CORRECTION OF GRAMMATICAL INACCURACIES. 

SECTION PAGE 

I. Inaccuracies arising' from the use of wrong words 15 

II. Inaccuracies arising from the use of wrong cases, num- 
bers, moods, tenses, etc 56 

III. Inaccuracies arising from the use of superfluous words. 68 

IV. Inaccuracies arising from the omission of words 73 

V. Inaccuracies arising from the use of wrongly con- 

etructed sentences 76 



PART SECOND. 
ETYMOLOGY, SYNTAX, AND PROSODY. 

LESSON 

I. Definition and Diyisions of Grammar 79 

II. Of Sentences , 79 

III. Exercise on Sentences 81 

IV. Of the Subject and Predicate 82 

V. Exercise on the preceding Lessons 84 

VL Of Capital Letters 86 

VII. Exercise on Capital Letters 87 

VIII. Of the Analysis of a Sentence 87 

IX. Exercise on the Writing and Analysis of Sentences... 88 

X. Of Essential and Modifying Words 89 

XL Exercise on the Essential and Complete Subject and 

Predicate 91 

XII. Classification of Words. Parts of Speech 98 

XIII. Exercise on the Parts of Speech 94 

XIV. Of Grammatical Symbols. Symbols of the Parts of 

Speech 96 

XV. Of Nouns. Proper and Common Nouns 97 

xi 



Xll CONTENTS. 

LESSON PAGE 

XVI. Exercise on Proper and Common Nouns 99 

XVII. Properties of Nouns. Gender 100 

XVIII. Properties of Nouns. Person 101 

XIX. Properties of Nouns. Number 102 

XX. Exercise on Gender, Person, and Number 103 

XXI. Properties of Nouns. Case 104 

XXII. Parsing of Nouns. Nominative Case 106 

XXIII. Parsing of Nouns. Possessive Case 107 

XXIV. Parsing of Nouns. Objective Case 108 

XXV. Exercises on Cases of Nouns 110 

XXVI. Parsing of Nouns. Objective of Time, etc 112 

XXVII. Parsing of Nouns. Independent Case 113 

XXVIII. Exercise on the Independent Case 115 

XXIX. Of the Declension of Nouns 116 

XXX. Of the Nominative Case after an Intransitive Verb. 117 

XXXI. Of the Objective Case after Intransitive Verbs 118 

XXXII. Of Nouns in Apposition 120 

. XXXIII. Of Adjectives 122 

XXXIV. Comparison of Adjectives 124 

XXXV. Comparison of Adjectives. First Method 125 

XXXVI. Comparison of Adjectives. Second Method 127 

XXXVII. Of Pronouns 129 

XXXVIII. Parsing of Personal Pronouns 180 

XXXIX. Exercise on the Personal Pronouns 182 

XL. Of Clauses and Sentences 133 

XLI. Exercise on Sentences 135 

XLII. Of the Relative Pronoun. 138 

XLIII. Of the Interrogative Pronoun 140 

XLIV. Parsing of the Interrogative Pronouns 141 

XLV. Of Verbs 143 

XLVI. Of the Elementsof Verbs. I^rst Element 144 

XLVII. Of the Second Element 145 

XLVIII. Verbs. Third and Fourth Element - 147 

XLIX. Of Defective Verbs..: 148 

L. Of Regular and Irregular Verbs 149 

LI. Regular Verbs. First Class 150 

LTI. Regular Verbs. Second and Third Classes 152 

LUX. Irregular Verbs. Classes. First Class 153 

LIV Irregular Verbs. Second Class 154 



CONTENTS. xiii 

LESSON PAGE 

LV. Irregular Verbs. Second Class, continued 156 

LVI. Irregular Verbs. Second Class, concluded 157 

LVII. Irregular Verbs. Third Class 159 

LVIII. Irregular Verbs. Fourth Class 161 

LIX. Irregular Verbs. Fourth Class, concluded 163 

LX. Of Redundant Verbs. Classes. First Class 164 

LXI. Redundant Verbs. Second Class 166 

LXII. Redundant Verbs. Third Class 167 

LXIII. Redundant Verbs. Fourth Class 168 

LXIV. Redundant Verbs. Fifth Class 169 

LXV. Redundant Verbs. Sixth Class..... .,,,. 171 

LXVI. Of Principal and Auxiliary Verbs 172 

LXVII. Exercise on the foregoing Verbs ,..., 178 

LXVIII. Properties of Verbs. Mood....;.. 175 

LXIX. Properties of Verbs. Tense 176 

LXX. Properties ,, of Verbs. Number and Person. 177 

LXXI. Of the Indicative Mood ,._... 178 

LXXII. Of the Potential Mood 179 

LXXIII. Of the Subjunctive Mood 180 

LXXIV. Of the Imperative and Infinitive Moods 181 

LXXV. Of the Participle 183 

LXXVI. The Conjugation of a Verb 184 

LXXVII. Conjugation of the Verb "to be," Indicative Mood. 185 

LXXVIII. Conjugation of ''to be," Potential Mood 186 

LXXIX. Conjugation of *'to be," Subjunctive Mood 187 

LXXX. Conjugation of 'Ho be," Imperative and Infinitive 

Moods, and Participles 189 

LXXXI. Complete Conjugation of "to be" 190 

LXXXII. Parsing of "to be," and Exercises 193 

LXXXIII. Conjugation of a Verb. Common Form 195^ 

LXXXIV. Paradigm of "to love." Common Form 196 

LXXXV. Conjugation of a Verb. Progressive Form 196 

LXXXVI. Exercises on the Progressive Form 201 

LXXXVII. Conjugation of Verbs. Passive Form 202 

LXXXVIII. Paradigm of the Passive Form 203 

LXXXIX. Of Adverbs 207 

XC. Parsing of Adverbs 208 

XCI. Of Prepositions 210 

XCII. Of Conjunctions 212 

2 



XIV CONTENTS. 

LESSON PAGE 

XCIII. Of Interjections 214 

XCIV. General Review 215 

XCV. General Review, continued 216 

XCVI. General Review, continued 217 

XCVII. General Review, continued 218 

XCVIII. General Review, concluded 219 

PART THIRD. 

SYNTAX. 

RULES AND EXERCISES. 

RULE 

I. The Subject of a Finite Verb 222 

II. The Subject of the Infinitive 223 

III. A Noun in the Possessive Case 223 

IV. Objective after a Transitive Verb, or a Preposition 224 

V. The Predicate Nominative \ 225 

VI. A Noun in Apposition 226 

VII. Objective of Time, Duration, etc 227 

VIII. Objective after an Intransitive Verb 227 

IX. Two Objectives after a Transitive Verb 228 

X. Objective after a Passive Verb 229 

XI. Independent Case by Address 229 

XII. Independent Case by Exclamation 280 

XIII. Independent Case by Pleonasm 230 

XIV. Independent Case with a Participle 231 

XV. An Adjective 232 

XVI. A Predicate Adjective 232 

XVII. Agreement of Pronouns 233 

XVIII. Agreement of a Verb with its Subject. 236 

' XIX. Construction of the Infinitive 237 

XX. Construction of Participles ►. 238 

XXI. Construction of Adverbs 239 

XXII. Construction of Prepositions 240 

XXIII. Construction of Conjunctions 240 

XXIV. Construction of Interjections 241 

PART FOURTH. 

Elements of Punctuation 243 



ELEMENTS OF ENGLISH GEAMMAE. 



PART FIRST. 



GRAMMATICAL INACCURACIES. 

These arise from one or more of the following causes ; viz., 

I. The use of improper words; that is, of words which 
do not express the meaning intended. 

II. The use of wrong cases, moods, tenses, &c. 

III. The use of superfluous words ; that is, of more 
words than are needed. 

lY. The omission of one or more necessary words. 

Y. The use of wrong constructions; that is, of sen- 
tences, whose words are so arranged as not to express the 
thought intended, or as not to be in accordance with the 
idiom of the English language. 



SECTION I. 

INACCURACIES ARISING FROM THE USE OF IMPROPER WORDS. 
REMARKS TO TEACHERS. 

I. In making the corrections which follow, the Teacher 
should read the incorrect form, or write it on the blackboard ; 
and the members of the class, either singly or in concert, 
at the pleasure of the teacher, should give the correct 
form, and the negative of the incorrect ; thus : 

15 



16 ELEMENTS OF ENGLISH GRAMMAR. 

Teacher. James went above stairs. 

Pupils. James went up the stairs, not 
James went above stairs. 

II. When these corrections have been made familiar, they 
should be dictated to the several members of the class, and 
the boy or girl addressed, should rise, repeat the example 
after the teacher, then advance to the blackboard and 
write both the incorrect and the correct forms. 

EXAMPLES. 

A. 

1. Incorrect. Mr. Banks lives above-board. 
Correct. Mr. Banks lives ivell, 

2. I. Do that work about the quickest, 
C. Do that work at once. 

3. I. I should admire to go. 

C. I should be pleased to go. 

4. I. I admire to see a frank man. 

C. It gives me pleasure to see a frank man. 

5. I. I should admire to go with you. 
C. I should like to go with you. 

6. I. The superlative of some adjectives is formed by 
adding most to the end of them. 

C. The superlative of some adjectives is formed by 
annexing most to the end of them. 
t. I. Maria went after some lace. 
C. Maria went for some lace. 

8. I. He ran agin me. 
C. He ran against me. 

9. I. I have been out five evenings agoing. 

C. I have been out five evenings in succession. 

10. I. I will visit you against the first of August. 

C. I will visit you as soon as the first of August. 

11. I. That aint my hat. 
C. That is not my hat. 

12. I. They aint going to the city. 

C. They are not going to the city. 

13. I. We had an airy time yesterday. 
C. We had 2b fine breeze yesterday. 

14. I. I allow he is a very good scholar. 

C. I admit that he is a veiy good scholar. 



GRAMMATICAL INACCURACIES. 



17 



15. I. 
C. 

16. I. 
C. 

U. I. 

guilty. 

C. 

guilty. 

18. I. 
C. 

19. I. 
C. 

20. I. 
C. 

21. I. 
C. 

22. I. 
C. 

23. I. 
cester, 

C. 
cester. 

24. I. 
C. 

25. I. 
C. 

26. I. 
C. 

2T. I. 
C. 

28. I. 
C 

29. I. 
C. 

30. I. 
C. 

31. I. 
C. 

32. I. 
C. 

33. I. 



He allowed that he would go with me. 

He said that he would go with me. 

He allowed that he could not be mistaken. 

He affirmed that he could not be mistaken. 

He allowed that he would sooner die than be found 

He declared that he would sooner die than be found 

He worships the alone God. 

He worships the only God. 

The alone motive is this. 

The only motive is this. 

I am amazing glad to see you. 

I am very glad to see you. 

Divide this among the two. 

Divide this between the two. 

Doctor Bowditch was a noted antiquarian. 

Doctor Bowditch was a noted antiquary. 

The Museum of the Antiquary Society is at Wor- 

The Museum of the Antiquarian Society is at Wor- 

He was approbated as a preacher. 
He was licensed as a preacher. 
That arnt my book. 
That is not my book. 
They arnt my friends. 
They are not my friends. 
He came arter we had gone. 
He came after we had gone. 
What have you been after ? 
For what have you been ? 
Are you coming to school this arternoon f 
Are you coming to school this afternoon f 
The dog ran arter the cat. 
The dog chased the cat. 
The Artie Ocean surrounds the Xorth Pole. 
The Arctic Ocean surrounds the Xorth Pole. 
The Antartic Ocean surrounds the South Pole. 
The Antarctic Ocean surrounds the South Pole. 
That is an astonishing large house. 
2* B 



18 ELEMENTS OF ENGLISH GRAMMAR. 

C. That is a very large house. 

34. I. This book is not as large as I expected. 
C. This book is not so large as I expected. 

35. I. The Harper Brothers live at New York. 
C. The Harper Brothers live in New York. 

36. I. I was attacted three times. 
C. I was attached three times. 

3^. I. Any one of them will do. 

C. Either of them will do. 

38. I. Half the avails go to the author. 
C. Half the profits go to the author. 

39. I. He sold his goods, and with the avails paid his debts. 
C. He sold his goods, and V\ath the proceeds paid his 

debts. 

40. I. This apple is awful sour. 
C. This apple is very sour. 

41. I. That is an awful-looking house. 
C. That house is in had taste : or, 

That is an ill-looking -house. 

B. 

1. I. They arrived a few weeks hack. 
C. They arrived a few weeks ago. 

2. I. Will you hack my letter? 

C. Will you address my letter ? 

3. I. I have been hack and forth all day. 

C. I have been forwards and hackwards all day. 

4. I. George spells very had. 
C. George is a poor speller. 

6. I. Bridget speaks had grammar, 

C. Bridget speaks ungrammatically, 

6. I. I want to see you very badly. 
C. I am very desirous to see you. 

7. I. I spent the halance of the evening at home. 

C. I spent the remaining part of the evening at home. 

8. I. I spent part of the time in New York, and the hal- 
ance in Brooklyn. 

C. I spent part of the time in New York, and the re- 
mainder in Brooklyn. 

9. I. Put the heaM into the stable. 
C. Put the horse into the stable. 



GRAMMATICAL INACCURACIES. 19 

10. I. We drove that heast fifty miles. 
C. We drove that horse fifty miles* 

11. I. The rooster is a noisy heast. 
C. The cock is a noisy /otc'Z. 

12. I. That heats all I ever saw. 

C. That surpasses all I ever ^aw. 

13. I. I am beat out. 
C. I am very tired. 

14. I. The horse was beat out. 
C. The horse was exhausted. 

15. I. Julia w^as dressed beautifully. 
C. Julia was dressed in good taste. 

16. I. I have some new beUowses. 
C. I have some new bellows. 

17. I. Frederick belongs to the Odd Fellows. 
C. Frederick is an Odd Fellow. 

18. I. John belongs to the church. 

C. John is a member of the church. 

19. I. Susan belongs to the class. 

C. Susan is a member of the class. 

20. I. Little grows there beside a kind of coarse grass. 
C. Little grows there except a kind of coarse grass. 

21. I. He has made some betterments on his farm. 

C. He has made some improvements on his farm. 

22. I. It has been better than a week since he left. 
C. It has been more than a week since he left. 

23. I. I have better than fifty acres of land. 
C. I have more than fifty acres of land. 

24. I. He spent better than twenty-five dollars. 
C. He spent more than twenty-five dollars. 

25. I. Divide these nuts between all the boys. 
C. Divide these' nuts among all the boys. 

26. I. He is lost between the multitude. 
C. He is lost in the multitude. 

21. I. This is a big apple. 

C. This is a large apple. 

28. I. Mr. Thayer is a big man. 
C. Mr. Thayer is a large man. 

29. I. Mr. Jones is the biggest man in the place. 

C. Mr. Jones is the most popular man in the place. 

30. I. Mr. Swift is a big-feeling man. 



20 ELEMENTS OF ENGLISH GRAMMAR. 

C. Mr. Swift is a pompous man. 

31. I. He will come hy and by, 
C. He will come soon, 

32. I. I have been boating this summer. 

C. I have been running a boat this summer ; or, on a 
boat. 

33. I. A body has to be cautious. 
C. A person has to be cautious. 

34. I. He borrered mj wagon. 
C. He borrowed my wagon. 

35. I. Can I borry five dollars ? 
C. Can I borrow five dollars ? 

36. I. Who is boss of this establishment? 

C. Who is the foreman of this establishment ? 
3Y. I. Who is boss of this factory? 

C. Who is the overseer of this factory ? 

38. I. Who is boss of the railroad ? 

C. Who is the superintendent of the railroad ? 

39. I. Who is the boss of this school ? 

C. Who is the principal of this school ? 

40. I. We are getting along bravely. 
C. We are getting along well. 

41. I. How do you do ? Bravely, I thank you. 
C. How do you do ? I am well, thank you. 

42. I. He deals largely in breadstuffs. 

C. He deals largely in grain and flour. 

43. I. Listen, my brethering, 
C. Listen, my brethren. 

44. I. I am glad, brethrun, to meet you. 
C. I am glad, brethren, to meet you. 

45. I. Who was the bridesgroom ? 
C. Who was the bridegroom ? 

46. I. They bridged over the river. 

C. They made a bridge over the river. 

47. I. Bring the horse to the door. 
C. Lead the horse to the door. 

48. I. The boiler bursted. 
C. The boiler burst. 

49. I. I was much disappointed by the result. 
C. I was much disappointed at the result. 

50. I. She was married by a merchant. 
C. She was married to a merchant. 



GRAMMATICAL INACCURACIES. 21 

51. I. He walked hy a staff with moonlight. 
C. He walked with a staff hy moonlight. 

0. 

1. I. I calculate to go to New York next summer 
C. I intend to go to New York next summer. 

2. I. We came across a farmer on our way. 
C. We met a farmer on our way. 

3. I. That caps all I ever saw. 
C. That exceeds all I ever saw. 

4. I. The boat capsized. 
C. The boat upset. 

5. I. They have strange carryings on in school. 
C. They have strange conduct in school. 

6. I. He catched some fishes yesterday. 
C. He caught some fish yesterday. 

T. I. They are contained in the ceremonious law. 
C. They are contained in the ceremonial law. 

8. I. Mr. A. is a very ceremonial preacher. 
C. Mr. A. is a very ceremonious preacher. 

9. I. He chalked out the course for me. 
C. He marked out the course for me. 

10. I. Charles is a fine chap. 
C. Charles is a fine youth. 

11. I. Will you take a cheer? 
C. Will you take a chair f 

12. I. The smoke goes up the chimhley. 
C. The smoke goes up the chimney. 

13. I. That house has four chimhley s. 
C. That house has four chimneys. 

14. I. That is the choicest horse I know. 

C. That is the most valuahle horse I know. 

15. I. Mr. Green is a chunky man. 
C. Mr. Green is a thick-set man. 

16. I. Boys, clear out. 
C. Boys, go away. 

IT. I. John is clerking for Mr. Wilson. 

C. John is a clerk for Mr. Wilson. 
18. I. I have been ill, but am cleverly now. 

C. I have been ill, but am convalescent. 



22 ELEMENTS OF ENGLISH GRAMMAR. 

19. I. He was sick, but is getting along cleverly, 
C. He was sick, but is recovering, 

20. I. The tallow colded. 
C. The tallow cooled. 

21. I. James is a complete singer. 
C. James is define singer. 

22. I. Mary is an excellent composuist. 
C. Mary is an excellent composer. 

23. I. I conceit that he will come to-morrow. 
C. I think that he will come to-morrow. 

24. I. The letter was conceived in the following words. 
C. The letter was expressed in the following words. 

25. I. Gome to think, I recollect the circumstance. 
C. On thinking, I recollect the circumstance. 

26. I. He is considerable of a poet. 
C. He is somewhat of a poet. 

2^. I. He is considerably sick. 

C. He is seriously ill. 

28. I. I contemplate going to Philadelphia. 
C. I think of going to Philadelphia. 

29. I. He spoke contemptibly of him. 

C. He spoke contemptuously of him. 

30. I. The country folks are awkward. 
C. The country people are awkward. 

31. I. The new road will convene the publio, ^ 
C. The new road will accommodate the public. 

32. I. The new house will convene the people. 
C. The new house will hold the people. 

33. I. The army was stationed convenient to the village. 
C. The army was stationed near the village. 

34. I. I never resort to corporeal punishment. 
C. I never resort to corporal punishment. 

35. I. A couple of men called on me. 
C. Two men called on me. 

36. I. John is at the barn taking care of the creatures. 
C. John is at the barn taking care of the stock. 

3Y. I. The exhibition was very curious. 

C. The exhibition was very amusing ; ox, entertaining. 

38. I. Are the childun well ? 

C. Are the children well ? 



GRAMMATICAL INACCURACIES. 23 



D. 

1. I. What is the damage f 
C. What is your charge ? 

2. I. Dare I go to the party this evening ? 
C. May I go to the party this evening ? 

3. I. Dare I go out ? 
C. May I go out ? 

4. I. I rather study daytimes than nights. 

C. I rather study during the day than at night, 

5. I. I like a fair deal. 

C. I like a fair bargain. 

6. I. He is a decent scholar. 

C. He is somewhat of a scholar. 

t. I. The constable deputized me to act in his stead. 

C. The constable deputed me to act in his stead. 

8. I. I differ with you on that subject 

C. I disagree with you on that subject. • 

9. I. Direct your letters to me at Bloomsbury. 
C. Address your letters to me at Bloomsbury. 

10. I. I was agreeably disappointed^ 

C. I was agreeably surprised, 
W. I. I donH have to. 

C. It will give me pleasure to assist you. 

12. I. I donH have to work for a living. 
C. I am not obliged to work. 

13. I. He donH work any. 
C. He does no work. 

14. I. He donH have to do it. 

C. He is not obliged to do it. 

15. I. I donH think it is so. 
C. I do not think it is so. 

16. I. I donH know as I shall go^ and I donH know but 
what I shall go. 

C. 1 do not know whether I shall go or not, 

IT. I. I donH like it any. 

C. 1 do not like it. 

18. I. Put something on the wound to draw out the an- 
guish. 

C. Put something on the wound to relieve the pain. 

19. I. Put something on the burn to draw out the fire. 



24 ELEMENTS OF ENGLISH GRAMMAR. 

C. Put something on the burn to lessen the pain. 

20. I. I am dread^ful glad to see you. 
C. I am very glad to see you. 

21. I. Drop a line to me. 
C. Address a line to me. 

22. I. The boy was drownded. 
C. The boy was drowned. 

23. I. I am very dry to-day. 

C. I am very thirsty to-day. 

24. I. His success was due to his exertions. 
C. His success was owing to his exertions. 

E. 

1. I. James learns easier than Susan, 

C. James learns more easily than Susan. 

2. I. Along the edge of Maine are many marshes. 
C. Along the coast of Maine are many marshes 

3. I. 'Henry is e^en-a''most as tall as Charles. 
C. Henry is nearly as tall as Charles. 

4. I. Stop e^er you perish. 
C. Stop ere you perish. 

5. I. On either side of the river are lofty rocks. 
C. On each side of the river are towering rocks 

6. I. This pie is elegant, 
C. This pie is delicious, 

Y. I. Emigrants are constantly arriving. 

C. Immigrants are constantly arriving. 

8. I. James was in eminent danger. 
C. James was in imminent danger. 

9. I. He was in a sad estate, 

C. He was in a sad condition. 

10. I. How did it eventuate ? 
C. What was the result ? 

11. I. Your reckless course will eventuate in your ruin, 
C. Your reckless course will end in ruin. 

12. I. I have been waiting ever so long, 
C. I have been waiting a long time, 

13. I. I have ever lived here. 

C. I have always lived here. 
^ 14. I. He is seldom or ever right. 
C. He is seldom or never right. 



GRAMMATICAL INACCURACIES. 25 

15. I. I shall not go except jou do. 
C. I shall not go unleas you do. 

16. I. Excuse my negligence. 
C. Pardon my negligence. 

17. I. He ivas exercised with much pain. 
C. He suffered, much pain. 

18. I. I expect the books were sent yesterday. 
C. I suppose the books were sent yesterday. 

19. 1. Miss Thompson was expected to have read an essay, 
C. Miss Thompson vjas appointed to read an essay. 

20. I. I expect the mail has arrived. 
C. I suppose the mail has arrived. 

F. 

1. I. Who is that/e/Zott;? 

C. Who is that young man f 

2. I. Gold has fell ten per cent. 
C. Gold hdiS fallen ten per cent 

3. I. I cannot /fiZZoi^'s/up that opinion. 
C. I cannot agree with that opinion, 

4. I. Will you fetch those books ? 
C. Will you bring those books ? 

5. T. Harry is a, frst-rate mechanic. 
C. Harry is an excellent mechanic, 

6. I. The business goes frst-rate, 
C. The business goes well. 

7. I. How do you do ? First-rate. 

C. How do you do ? I am icell, thank you, 

8. I. My sister has had aft of sickness, » 
C. My sister has been sick, 

9. T. Are you all fixed for school ? 
C. Are you i^eady for school ? . 

10. I. The act was Si flaming outrage. 
C. The act was a flagrant outrage, 

11. I. I had to foot it home. 
C. I had to walk home. 

12. I. I bought a load of four foot wood. 
C. I bought a load of four feet wood. 

13. I. He accuses me for having done this. 
C. He accuses me of having done this. 

11. I. There are books /or sale at auction. 
8 



26 ELEMENTS OF ENGLISH GRAMMAR. 

C. There are books on sale at auction. 

15. I. The business is well adapted for one of his taste. 
C. The business is well adapted to one of his taste. 

16. I. We see little or no observance /or the Sabbath. 
C. We see little or no observance of the Sabbath. 

It. I. He paid no regard /or the rules of the school. 
C. He paid no regard to the rules of the school. 

18. I. I was accused /or neglecting my duty. 
C. I was accused of neglecting my duty. 

1 9. I. Mary is a handsome female, 
C. Mary is a handsome girl, 

20. I. Mrs. Day is a wo\Aq female. 
C. Mrs. Day is a noble woman, 

21. I. The Lewisburg Female Institute. 
C. The Lewisburg Ladies^ Institute. 

22. I. The Mount Holyoke Female Seminary. 

C. The Young Ladies^ Seminary at Mount Holyoke. 

23. I. The Yassar Female College. 

C. The Yassar College /or Ladies, 

24. I. There is no need /or that. 
C. There is no need of that. 

25. I. Carry the amount /orr a r 6?. 
C. Carry the amount forward, 

26. I. The wdiiQV freezed last night. 
C. The water /roze last night. 

27. I. That cloth was made from, the best material. 
C. That cloth was made of the best material. 

28. I. His property makes him independent /rom labor. 
C. His property makes him independent of labor. 

29. I. It was no discouragement /or him. 
C. It was no discouragement to him. 

30. I. He is averse /rom everything right. 
C. He is averse to everything right. 

31. I. It was 2u funny circumstance. 
C. It was a curious circumstance. 

32. I. He made a great /i/8s about it. 
C. He made a great ado about it. 

G. 

1. I. Henry has some new g allows. 
C. Henry has some new sus2:)endcrs. 



GRAMMATICAL INACCURACIES. 27 

2. I. Mr. B. has the gift of gab, 
C. Mr. B. is a great talker. 

3. I. There is no earthly power that equals the gift of gab, 
C. The highest earthly power is the ability to express 

one^s thoug J its freely and correctly. 

4. I. James is a great gawky. 

C. James is awkward and ignorant. 

5. I. Who has been gassing at you ? 
C. Who has been talking to you ? 

6. I. He behaved in a very gentlemanny manner. 
C. He behaved in a very gentlemanly manner. 

7. I. Mr. Upshur is a well-dressed gentleman. 
C. Mr. Upshur is a well-dressed man, 

8. I. Messrs. Appleton & Co. : Gents. 

C. Messrs. Appleton & Co. : Gentlemen. 
'9. I. I saw two gentlemen cross the street. 
C. I saw two meji cross the street. 

10. I. Git me a book. 
C, Get me a book. 

11. I. James is a glib speaker. 
C. James is a y?we?i^ speaker. 

12. I. The business goes on glibly. 
C. The business goes on briskly. 

13. 1. My horse feels good. 
C. My horse feels well. 

14. I. Mary spells very good. 
C. Mary spells correctly. 

15. I. Willie improves very good. 
C. Willie improves rapidly. 

16. I. Mr. Town is a good liver, 
C. Mr. Town lives well. 

17. I. Let us play good. 
C. Let us ip]2i J fairly. 

18. I. Jane can sew good. 
C. Jane can sew well. 

19. I. She can do that work as good as any one else can. 
C. She can do that work as well as any one. 

20. I. This is a grand day. 

C. This is a splendid day ; or, This is a glorious day. r 

21. I. Henry Ward Beecher is a large man. 
C. Henry Ward Beecher is a great man. 



28 ELEMENTS OF ENGLISH GRAMMAR. 

22. I. The giant of Kentucky is a great man. 
C. The giant of Kentucky is a large man. 

23. I. I walked a great ways this morning. 
C. I walked a long distance this morning. 

24. I. It was a greevyiis fault. 
C. It was a grievous fault. 

25. I. The farmers grow corn, rye, and buckwheat. 

C. The farmers cultivate corn, rye, and buckwheat. 

26. I. We grow our own wheat. 
C. We raise our own wheat. 

27. I. Henry is a real greenhorn. 
C. Henry is very awkward. 

28. I. Large crops of wheat are grown in England. 
C. Large crops of wheat are produced in England. 

29. I. The planters grow rice and cotton. 
C. The planters cultivate rice and cotton. 

30. I. I guess it was him. 
C. I think it was he. 

31. I. Will you bring my ^imis ? 

C. Will you bring my gum-shoes ? 

32. I. Have you a piece of gnm-araybic ? 

C. Have you a piece of gum-arabic ? (pronounced 
Ar'-ab-ic.) 

33. I. Ho you know my guardeen? 
C. Ho you know my guardian ? 

34. I. We^o^ up early, got our breakfast, and after we had 
got dressed, got into the carriage, but had not got far, before 
We got stuck in the mud. 

C. We arose early, ate our breakfast, and after we had 
dressed, stepped into the carriage, but had not gone far, be- 
fore we stuck in the mud. 

H. 

1. I. I had rather walk. 
C. I prefer to walk. 

2. I. I had rather walk than ride. 
C. I would rather walk than ride. 

3. I. I had rather stay at home. 
C. I choose to stay at home. 

4. I. I had rather stay at home than go out to-day. 
C. I would rather stay at home than go out to-day. 



GRAMMATICAL INACCURACIES. 29 

5. I. He had n^t ought to go. 
0. He ought not to go. 

6. I She haint been here to-day. 
C. She has not been here to-day. 

Y. I. He haint no right to my coat. 

C. He has no right to my coat. 

8. I. I hai7it looked at my lesson. 

C. I have not looked at my lesson. 

9. I. They haint no right on our grounds. 
C. They have no right on our grounds. 

10. I. The front door opens into a small hall. 
C The front door opens into a small entry, 

11. I. 1 have four hands in the field. 
C. I have four men in the field. 

12. I. I thought I had better go to Boston. 
C. I thought it better to go to Boston. 

13. I. Religion happifies us. 

C. Religion makes us happy. 

14. I. It happifies the soul. 

C. It fills the soul with joy. 

15. I. William is a hard student. 

C. AYilliam is an earnest student. 

16. I. Johnson is a hard student. 
C. Johnson is an idle student. 

11. I. Mason is a hard student. 

C. Mason is a reckless student. 

18. I. Mr. Thomas is a hard case. 

C. Mr. Thomas is no better than he should be, 

19. I. He does not have to work. 
C. He does not need to work. 

20. I. We have had a heap of rain. 

C. We have had* an abundance of rain. 

21. I. Heave that stone out of the road. 
C. Throw that stone out of the road. 

22. I. I have not hearn it. 
C. I have not heard it 

23. I. I have not heered it. 
C. I have not heard it. 

24. I. What is the heft of it? 
C. What is the weight of it? 

25. I. It was twelve feet in hiteth. 

3* 



30 ELEMENTS OF ENGLISH GRAMMAR. 

C. It was twelve feet in height. (Pronounced hite.) 
26. I. They know the heft of the load. 

C. They know the weight of the load. 
2T. 1. Have vou good help? 

C. Have you good employes? 

28. 1. Hitch the horse to the post. 
C. Fasten the horse to the post. 

29. I. We went hither and yon. 
C. We went to and fro, 

30. I. Hist the flag. 
C. Hoist the flag. 

31. I. ^0^6? on a minute. 
C. Wait a minute. 

32. I. It was highly honorary to him. 
C. It was highly honorable to him. 

33. I. She is an honorary Vv^oman. 
C. She is a lewd woman. 

34. I. That is an honorary house. 
C. That is a house of infamy. 

35. I. Have you seen my portrait? It is a horrible 
picture. 

C. Have you seen my portrait ? It is vei-y badly 
executed. 

36. I. He was very huffy about it. 

C. He was very much displeased about it. 

37. I. Humane nature could not endure it. 
C. Human nature could not endure it. 

38. I. A hundud cents make one dollar. 

C. A hundred cents are equal to one dollar. 

I. 

1. I. He was 2*//?/ prepared. 

C. He was poorly prepared. 

2. I. Immigrants are constantly going away. ' 
C. Emigrants are constantly going awa/. 

3. I. My brother lives in Muncy. 
C. My brother lives at Muncy. 

' 4. I. Five are contained into twenty, four times. 

C. Five are contained in twenty, four times. 

5. I. When did you come in town ? 

C. When did you come to town ? 



GRAMMATICAL INACCURACIES. 31 

6. I. He went in the house. 

C. He went into the house. 

Y. I. He put the money in his pocket. 

C. He put the money into his pocket. 

8. I. He has capacity in learning. 
C. He has capacity /or learning. 

9. I. They have gone in the garden. 
C. They have gone into the garden. 

10. I. He went in the meadow and walked into it. 
C. He went into the meadow and walked in it. 

11. I. The shells were broken in pieces, 

C. The shells were broken into fragments, 

12. I. This book is replete in instruction. 
C. This book is replete with instruction. 

13. I. His remarks were replete in instruction. 
C. His remarks were very instructive. 

14. I. Mr. Humphrey has been in our midst a year. 
C. Mr. Humphrey has been among us a year. 

15. I. He was infuriated, 
C. He was enraged, 

16. I. That is nH my book. 
C. That is not my book. 

Vl. I. What was the issue f 

C. What was the result ? 

18. I. This duty involves on us. 
C. This duty devolves on us. 

19. I. Who was the individual with whom you were 
speaking ? 

C. Who was the person with whom you were speaking? 

20. I. I hesivd Si respectsihle individual make the assertion. 
C. I heard a respectable person make the assertion. 

J. 

1. I. I bought di jag of hay. 

C. I bought a small load of hay. 

2. I. Jest shut that door. 

C. Will you shut that door ? 

3. I. It was jest six o'clock. 
C It wsisjust six o'clock. 

4. I. I am just going to do it. 
C. I am about to do it. 



32 ELEMENTS OF ENGLISH GRAMMAR. 



I saw Jack Halbert last evening. 

I saw John Halbert last evening. 

Did you speak to Jack Morris ? 

Did you speak to Jackson Morris ? 

They had a ^we jaunt. 

They had a fine ramble. 

The master ^'aioetZ me an hour this morning. 

The master scolded at me an hour this morning. 

Did you make any currant ^eZZ ? 

Did you make any currant j<?/Z</ i^ 

Have you ^Y?2ed the Lodge? 

Have joM joined the Lodge? 

ThQ jiste is too short. 

The joist is too short. 

Hq jewed me out of all my money. 

He cheated me out of all my money. 

Do not jeojjardize your best interests. 

Do not impeiHl your best interests. 

Mr. Conant bought a kag of powder. 

Mr. Conant bought a keg of pov»^der. 

Mr. Moore has a keen mind. 

Mr. Moore has an active mind. 

Keep you7\self straight. 

Avoid bad company and bad habits. 

He kep my horse a month. 

He kept my horse a month. 

Have you seen my kerchief? 

Have you seen my handkerchief? 

The wagon is out of kilter. 

The wagon is out of repair. 

I kinder like you. 

I have some regard for you. 

It is kind of warm. 

It is somewhat warm. 

Hang the kittle over the fire. 

Hang the kettle over the fire. 

She has neither kith nor kin. 

She has weiiXmY friends nor kindred. 



5. 


I. 




c. 


6. 


I. 




c. 


1. 


I. 




c. 


8. 


I. 




c. 


9. 


I. 




c. 


10. 


I. 




c. 


11. 


I. 




c. 


12. 


I. 




c. 


13. 


I. 




c. 


1. 


I. 




c. 


2. 


I. 




c. 


3. 


I. 




c. 


4. 


I. 




c. 


5. 


I. 




c. 


6. 


I. 




c. 


7. 


I. 




c. 


8. 


I. 




c. 


9. 


I. 




c. 


10. 


I. 




c. 



GRAMMATICAL INACCURACIES. 33 

11. I. Mary has a pair of new kids. 

C. ]Mary has a pair of new kid gloves, 

12. I. James has a knack at that business. 
C. James is skilful in that business. 

13. I. I knowed it. 
C. I knew it. 

14. I. They knowed it long ago. 
C. They knew it long ago. 

15. I. The men had to knuckle. 
C. The men had to yield. 

16. I. I will knock under the table. 
C. I will yield my opinion, 

L. 

1. I. One thing thou lackest, 

C. Of one thing thou art destitute ; or, One thing thou 
hast not. 

2. I. Mrs. Walter is a fine lady. 
C. Mrs. Walter is a fine woman, 

3. I. Mrs. Harrison is a respectable lady, 
C. Mrs. Harrison is a respectable woman, 

4. I. Mr, Roberts and lady are at the Union House. 
C. Mr. Roberts and wife are at the Union House 

5. I. How is your lady f 
C. How is your wife? 

6. I. My lady -friend.. 

C. ^Ij friend, Miss Harding. 

Y. I. A saleslady is wanted in a fancy-goods store. 

C. A saleswoman is wanted in a fancy-goods store. 

8. I. I laid out to go to New York. 
C. I intended to go to New York, 

9. I. He is as fine a horse as I ever laid eyes on. 
C. He is as fine a horse as I ever saw, 

10. I. You laid too long on the ground. 
C. You lay too long on the ground. 

11. I. The ship lays at anchor. 
C. The ship lies at anchor. 

12. I. Texas is larger than any State of the Uijion. 
C. Texas is the largest State of the Union. 

13. I. Texas is larger than any other State of the Union. 
C. Texas is the largest State of the Union. 

C 



34 ELEMENTS OF ENGLISH GRAMMAR. 

14. I. Mr. Brown learned me grammar. 
C. Mr. Brown taught me grammar. 

15. I. Who learned you to write ? 
C. Who taught you to write? 

16. I. Lea/ve me be. 
C. Let me be. 

It. I. Leave my hat be on the hook. 
C. Let my hat be on the hook. 

18. I. No man has less enemies than he. 
C. No man has fewer enemies than he. 

19. I. No less than twenty persons were there. 
C. ^o fewer than twenty persons were there. 

20. I. School lets out at four o'clock. 
C. School closes at four o'clock. 

21. I. Let '5 you and me go to the village. 
C. Let us go to the village. 

22. I. Let ^s go into the house. 
C. Let us go into the house. 

23. I. I had as lives go as stay. 
C. I w^ould as lief go as stay. 

24. I. I would as lief walk as ride. 
C. I would as soon walk as ride. 

25. I. He did just like I did. 
C. He did just as I did. 

26. I. He acted like Charles did. 
C. He acted as Charles did. 

21. I. Strike like I do. 
C. Strike as I do. 

28. I. That is a likely horse. 

C. That is a fine-looking horse. 

29. I. Did they lift a contribution ? 
C. Did they take up a collection ? 

30. I. Give him a lift. 
C. Assist him. 

31. I. Have you lit the lamps? 

C. Have you lighted the lamps? 

32. I. The bird lit on the tree. 

C. The bird alighted on the tree. 

33. I. I rode a little ways yesterday. 

C. I rode a short distance yesterday. 

34. I. That is a pair of likcUj horses. 





c. 


35. 


I 




C. 


BC. 


1. 




c. 


37. 


I. 




c. 


38. 


I. 




c. 


39. 


I. 




c. 


40. 


I. 



GRAMMATICAL INACCURACIES. 35 

That is a pair of fine-looking horses. 
Mr. Adams is a likely man. 
Mr. Adams is a respectable Dian. 
You may lie the book on the table. 
You may lay the booli on the table. 
I will lay down to rest. 
I will lie down to rest. 
Have you lighted the fire ? 
Have you kindled the^ fire ? 
Will you loan me your slate ? 
Will you lend me your slate? 
I lo\:e good food. 
I like good food. 
I like my brothers and sisters. 
I love my brothers and sisters. 
He looks like his father did. 
C. He looks as his father did. 

43. I. Mr. Thomas has a long head. 
C. Mr. Thomas is a shrewd man. 

44. I. Henr}^ Clay was a long-headed man. 

C. Henry Clay had a comprehensive mind. 

45. I. Do you love ice-cream ? 
C. Do you like ice-cream ? 

46. I. Mr. Willard has lots of money. 

C. Mr. Willard has a large sum of money. 

4t. I. Miss Bolles has /o^s o/ friends. 

C. Miss Bolles has many friends. 

48. I. Our teacher has a lot of books. 

C. Our teacher has a lay^ge number of books. 

49. I. Charles lots on going to the city. 

C. Charles expects much pleasure in going to the city. 

50. I. I lot upon the vacation. 

C. I anticijjate a pleasant vacation. 

51. I. I cannot lug that box. 
C. I cannot carry that box. 

52. I. Have you seen the Lutherean preacher ? 
C. Have you seen the Lutheran preacher ? 

M. 

1. T. Charles was very mad with me. 
C. Charles was very angry with me. 



36 ELEMENTS OF ENGLISH GRAMMAR. 

2. I. Boys should be made to work. 
C. Boys should be trained to work. 

3. I. You make believe all is right. 
C. You pretend all is right. 

4. I. The Orange ville Male and Female Academy. 
C. The Orangeville Academy. 

5 I. Is your man in the house ? 
C Is your husband in the house ? 

6. I. May be I can go next week. 
C Perhaps I can go next week. 

7. I. Do you mean to go with me ? 
C. Do you intend to go with me ? 

8. I. You must memorize that lesson. 

C You must commit that lesson to memory, 

9. I. She was greatly miffed at it. 

C. She was greatly disjjleased at it. 

10. I. Jane got miffy about it. 
C. Jane was cross about it. 

11. I. Did you go more than a mild with him? 
C. Did you go more than a mile with him ? 

12. I. Did you mind that last remark? 
C. Did you notice that last remark? 

13. I. Do you mind the lesson of yesterday ? 

C. Do you remember the lesson of yesterda}" ? 

14. I. It took mighty hold of his feelings. 
C. It took strong hold of his feelings. 

15. I. Do you mind that sermon ? 

C. Do you recoZ/ec^ that sermon? 

1 6. I. Yes, I mind it perfectly. 
C. Yes, I recollect it, 

n. I. He does as he is a mind to, 
C. He does as he is inclined. 

18. I. He plays when he has a mind to. 
C. He plays when he pleases. 

1 9. I. If I am not mistaken it is he. 
C. If I mistake not it is he. 

20. I. Mistaken souls that dream of heaven. 
C. Mistaking souls that dream of heaven. 

21. I. I did not mistrust it was you. 
C. I did not suspect it was 3^ou. 

22. I. The monetary affairs of the firm were in a bad con- 
dition. 





c. 


23. 


I. 




c. 


24. 


I. 




c. 


25. 


I. 




c. 


26. 


I. 




c. 


27. 


I. 




c. 


28. 


I. 




c. 


29. 


I. 




c. 


30. 


I. 




c. 


31. 


I. 




c. 


82. 


I. 




c. 


1. 


I. 




c. 


2. 


I. 




c. 


3. 


I. 




c. 


4. 


I. 




c. 


5. 


I. 




c. 


6. 


I. 




c. 


7. 


I. 




c. 


8. 


I. 




c. 


0. 


I. 



GRAMMATICAL INACCURACIES. 37 

The finances of the firm were in a bad condition. 

I see him m.ost every day. 

I see him almost every day. 

I motion that the bill be laid on the table. 

I move that the bill be laid on the table. 

That v^as a bad move. 

That was a bad movemeyit. 

How muggy the air is to-day. 

How murky the air is to-day. 

Is not this a muggy day ? 

Is not this a m.urky day ? 

Charles is a musical boy. 

Charles is noisy. 

Jane is a musical girl. 

Jane is a humorous girl. 

Mr. Ross is a mighty fine man. 

Mr. Ross is a very line man. 

George Perham, our mutual friend. 

George Perham, our common friend. 

The Doctor ordered a mustud poultice. 

The Doctor ordered a mustard poultice. 

N. 

I have not named the circumstance to any one. 
I have not mentioned the circumstance to any one. 
Nary one of them is right. 
Neither of them is right. 
You shall have nary a cent. 
You shall not have a cent. 
His conduct is very nasty. 
His conduct is very mean. 
He treated me with negligence. 
He treated me with neglect. 
It is nearahout fifty miles to Wilkesbarre. 
It is nearly fifty miles to Wilkesbarre. 
He will never believe that it was me. 
He will not believe that it was I. 
Be it never so true, they care not. 
Be it ever so true, they care not. 
I shall say nothing further. 
4 



S8 



ELEMENTS OF ENGLISH GRAMMAR. 



C. I shall say no more. 

10. I. I have a notion to go to school. 
C. I think of going to school. 

11. I. The teacher now and twenty years ago differ widely 
from each other. 

C. The teacher of to-day differs widely from the 
teacher of twenty years ago. 

From now I shairknow what to depend on. 
From this time I shall know on whom to depend. 
Every now and then we are compelled to think. 
From time to time we are compelled to think. 
It was not said either for the one reason nor for the 

It was not said either for the one reason or for the 



12. 


I. 




C. 


13. 


I. 




c. 


U. 


i; 


other. 




c. 


other. 


15. 


I. 




c. 


1. 


I. 




c. 


2. 


I. 




c. 


3. 


I. 




c. 


4. 


I. 




c. 


5. 


I. 




c. 


6. 


I. 




c. 


7. 


I. 




c. 


8. 


I. 




c. 


9. 


I. 




c. 


10. 


I. 




c. 


11. 


I 


ttu 


doll 



Sounds of short o. 
Sound of short a. 



I know nothing about it. 
I know nothing about it. 

0. 

It happened under mj observance. 

It happened under my observation. 

The observations and rites of the church. 

The observarices and rites of the church. 

The observation of the Sabbath is a duty. 

The observance of the Sabbath is a duty. 

I have no occasion to accept his offer. 

I have no inclination to accept his offer. 

I shall try to see you occasionally. 

I shall try to see j ou from time to time. 

By using the odds and ends of time he became ^reat. 

By improving his leisure moments he became great. 

He found great difficulty of writing. 

He found great difficulty in writing. 

My brother is free o/ blame. 

My brother is free from blame. 

He is resolved o/ going to Baltimore. 

He is resolved on going to Baltimore. 

It is dangerous to walk of an icy morning. 

It is dangerous to walk on an icy morning. 

Received, New York, April 1st, 1860, of A. Grant, 

ai's. 



GRAMMATICAL IN"AOCURACIES. 39 

C. Received, jS'ew York, April 1st, 1860, from A. 
Grant, ten dollars. 

12. I. This book is not free o/ mistakes. 
C. This book is not free /rom mistakes. 

13. I. I like to walk out of a fine evening. 
C. I like to walk out on a fine evening. 

14 I. He was rather offish about going. 
C. He was somewhat disinclined to go. 

15. I. He is a good off-hand speaker. 

C. He is a good extemporaneous speaker. 

16. I. I will think on thee, love. 
C. I will think of thee, love. 

lY. I. Take hold on it. 
C. Take hold o/it. 

18. I. I know nothing on it. 
C. I know nothing about it. 

19. I. He was much made on in Boston. 
• C. He was much made o/in Boston. 

20. I. I will go on the hill. 

C. I will go upon the hill. 

21. I. I am not conversant on that subject. 
C. I am not conversant with that subject. 

22. I. She confided on her friend^s promise. 
C. She confided in her friend's promise. 

23. I. I am independent on them. 
C. I am independent o/them. 

24. I. I have called on him oftentimes. 
C. I hdiYe frequently called on him. 

25. I. You may safely confide on him. 
C. You may safely confide in him. 

26. I I shall not call on you for one while. 
C. I shall not call on you for a long time, 

27. I. They differ among one another, 
C. They differ among themselves. 

28. I. Mr. James is an old head. 

C. Mr. James is a man who thinks. 

29. I. George acts like the old hoy. 
C. George is full of mischief 

30. I. James is full of the old nick. 
C. James is very roguish. 

31. I. Neither Andrew or William can sino;. 



40 ELEMENTS OF ENGLISH GRAMMAR. 

C. Neither Andrew nor William can sing. 

32. I, I go home once in a whilei 
C. I go home occasionally. 

33. I. I seldom, or ever, see him. 
C. I seldom, if ever, see him. 

34. I. She is no^ amiable or sincere. 

C. She is neither amiable nor sincere. 

35. L He prevailed over him to come. 
C. He prevailed on him to come. 

36. I. He went over the bridge. 
C. He went across the bridge. 

3Y. I. Hsive jou overhauled the hsiggsige? 

C. Have you examined the baggage ? 

38. I. He repeated the lesson over and over. 
C. He repeated the lesson again and again 

39. I. He had to own the corn. 

C. He had to yield his opinion, 

P. 

1. I. Have you seen mj pants this morning? 

C. Have you seen my pantaloons this morning ? 

2. I. The tailor has finished the pants. 
C. The tailor has finished the trousers, 

3. I. His house is partly opposite mine. 
C. His house is nearly opposite mine. 

4. I. The question was taken on the passage of the bill. 
C The question was taken on the passing of the bill. 

5. I. What is to pay ? 
C. W^hat is the price ? 

6. I. What is to pay "^ (To a child crying.) 
C. What is the matter'^ 

t. I. He peeked through the crack of the door. 

C. He peeped through the crack of the door. 

8. I. Peradventure I may be gone a week. 
C. Perhaps I may be gone a week. 

9. I. Perchance I may be at home to-morrow. 
C. Perhaps I may be home to-morrow\ 

10. I. The petitions of the house are too weak.- 
C. The partitions of the house are too weak. 

11. I. I walked a '^hovi j)iece with him. 



GRAMMATICAL INACCURACIES. 41 

C. I walked a short distance with him. 

12. I. Give the child a piece. 

C. Give the child some food, 

13. I. These pieces were written during the summer of 
1860. 

C. These papers were written during the summer of 
L8G0. 

14. I. I heard \i\m. plain. 

C. I heard him distinctly. 

15. I. Money is plenty in the city. 

C. Money is ahundant in the city. 

16. I. Strawberries ^i^e plenty on the mountain. 

C. Strawberries are ahundant on the mountain. 

17. I. He was in a sad plight. 

C. He was in a sad condition. 

18. I. The man has a good share of pluck, 
C. The man has /brce o/c/?,arae^er. 

19. I. Where is your pZw?i^er ? 
C. Where is your baggage ? 

20. I. I am very poorly, 
C. I am very ill, 

21. I. This is a ^^diV^e\j populated country. 
C. This is a sparsely peopled country. 

22. I. The population of this region are very poor. 
C. The people of this region are very poor. 

23. 1. The man was po-sessed with a demon. 
0. The man was possessed with a demon. 

24. I. The young man had greo^t joo-sessions, 
C. The young man had great possessions, 

25. I. I was ptrejudiced in his favor. 
C. I was prepossessed in his favor. 

26. I. I was prepossessed against the man. 
C. I was prejudiced against the man. 

2T. I. Bathing is 2^ preventative against a cold. 

C. Bathing is a preventive against a cold. 

28. I. This course will be a preventative to disease. 
C. This course will be a preventive to disease. 

29. I- My argument is predicated on these principles. 
C. My argument is based on these principles. 

30. I. I presume Mr. A. will be here. 
C. I think Mr. A. will be here. 

4* 



42 ELEMENTS OF ENGLISH GRAMMAR. 

31. I. I Sim proper glad to see you. 
C. I am very glad to see you. 

32. I. He was propei^ly vexed. 
C. He was very much vexed. 

33. I. His statement was preposterous, 
C. His statement was absurd. 

34. I. I propose to offer a few hints on conversation. 
C. I purpose to offer a few hints on conversation. 

35. I. He was puking all night. 
C. He was vomiting all night. 

36. I. She was very much put out with him. 
C. She was very angry with him. 

3Y. I. Gray's Elegy is a fine pome, 
C. Gray's Elegy is a fine poem, 

38. I. The man was pizened, 
C. The man was poisoned. 

39. I. I was told this by a party who had just come from 
New York. 

C. I was told this by a person who had just come from 
New York. 

40. I. The lady was playing on the pi-an-ner. 

C. The lady was playing on the piano. (^Pee-an-no.) 

41. I. Do you practise on the pi-anno f 
C. Do you practise on the piano? (Fee-an-no.) 

The gentleman was sitting in the pi-az-zer. 

The gentleman was sitting in the piazza. (Fee-az- 

Will you have some potaters ? 
Will you have some potatoes ? 
Did you cross the per-rare-ee ? 
Did you cross the prairie f {Fray-ree.') 
How presumpt'Chus is man ! 
C. How presumptuous is man ! 

Q. 

1. I. Mr. Wilson quakes in his shoes, 
C. Mr. Wilson is greatly alarmed. 

2. I. Mr. Grant has a quantity of cattle. 
C. Mr. Grant has a large number of cattle. 

3. I. He is quicker than a flash. 



42. 


I. 




C. 


zah. 


) 


43. 


I. 




c. 


44. 


I. 




c. 


45. 


I. 



GRAMMATICAL INACCURACIES. 43 

C. He is I'.ery quick. 

4. I. Go quick. 
C. Go quickly. 

5. I. Will jou play a game of quates ? 
C. Will you play a game of quoits ? 

R. • 

1. I. I will raii^e the hill first. 
C. I will go up the hill first. 

2. I. Can you raise the singing ? 
C. Can you pitch the tune? ' 

3. I. Mr. Allen had to raise the tune. 
C. Mr. Allen had to lead the singing. 

4. I. I was raised in Bloomsburg. 
C. I was reared in Bloomsburg. 

5. I. They raised a committee. 

C. They appointed a committee. 

6. I. Wallace is a real good scholar. 
C. Wallace is a very good scholar. 

7. I. This is a reel luxury. 
C. This is a re-al luxury. 

8. I. I reckon he will come by noon. 
C. I expect he will come by noon. 

9. I. I reckon I shall go to-morrow. 
C. I intend to go to-morrow. 

10. I. I reckon it is time to leave. 
C. I think it is time to leave. 

11. I. There is an infinite remove between holiness and sin. 
C. The difference between holiness and sin is infinite. 

12. I. He has made some repairs on his farm. 

C. He has made some improvements on his farm. 

13. I. He is one of the most responsible men in town. 
C. He is one of the mos^ reliable men in town. 

14. I. Mr. Austin has a rig of his own. 

C. Mr. Austin owns a horse and carriage. 

15. I. I rigged myself for the party. 
C. I dressed myself for the party. 

16. I. When he received the letter he started right off {ov 
Scranton. 

C. As soon as he received the letter he started for 
Scranton. 



44 ELEMENTS OF ENGLISH GRAMMAR. 

11. I. I will do the work right away, 

C. I will do the work immediately. 

18. I. It rained right hard. 
C. It rained very fast. 

19. I. He has a new rig. 

C. He has a new carriage. 

20. I. I will rise the hill and then rest. 
C. I will ascend the hill and then rest. 

21. I. Bise me up. 
C. Raise me up. 

22. I. Help me to rise this trunk. 
C. Help me to raise this trunk. 

23. I. He was rising the hill when he fainted. 

C. He was going up the hill when he fainted. 

24. I. It has been rising four years since he went. 

C. It has been more than four years since he went. 

25. I. He \^ rising of six years old. 
C. He is more than six years old. 

26. I. The shears are fastened with a ribbet. 
C. The shears are fastened with a rivet. 

27. I. Will you rid up the table? 
C. Will you clear off the table ? 

28. I. Rid up the room. 

C. Arrange and clean the room. 

29. I. I am ridding up my trunk. 
C. I am arranging my trunk. 

30. I. Mary is ridding up her hair. 
C. Mary is combing her hair. 

31. I. Will you lend me a ridding-comb ? 
G. Will you lend me a dre ssiiig-co mh ? 

32. I. The water is rily. 
C. The water is turbid. 

33. I. The boys threw rocks at each other. 
C. The boys threw stones at each other. 

34. I. The water is roily. 

C. The water is not clear. 

35. I. The rooster is no more a rooster than the hen. 
C. The cock is no more a rooster than the hen. 

3G. I. He rose the mountain and viewed the country. 

C. He ascended the mountain and viewed the country. 
3Y. I. Take this rozzum and melt it 



GRAMMATICAL INACCURACIES. 45 

C. Take this rosin and melt it. 

I. James is a riig<jed boy. 

C James is a stout bby. 

I. His laziness will be the ruination of him. 

C. His laziness will be his ruin, 

I. The Delaware Run flows into the West Branch. 

C. The Delaware Brook flows into the West Branch. 



s. 

1. I. The timber sags. 
C. The timber settles, 

2. I. Miss Mosely is a saphead. 
C. Miss Mosely is simple, 

3. I. Jar vis is rather soppy. 

C. Jar vis has not a stroyig rriind. 

4. I. We had sallet for dinner. 
C. We had salad, for dinner. 

5. I. I am sarting of it. 
C. I am certain of it. 

6. I. The saxon rings the bell. 

C. The sexton rings the bell. * 

Y. I. We had sauce for dinner. 

C. We had vegetables for dinner. 

8. I. I will not listen to your sauce, 

C. I will not listen to your impudence. 

9. I. Jack is a saucy boy. 

C. Jack is an impudent boy. 

10. I. He sat his hat on the table. 
C. -He set his hat on the table. 

11. I. Harry has a scalt-head. 
C. Harry has a scald-head. 

12. I. James is an industrious scholar. 
C. James is an industrious pupil. 

13. I. Jane was setting on the sofa. 
C. Jane was sitting on the sofa. 

14. I. Set up, or I will sit you up. 
C. Sit up, or I will set you up. 

15. I. The hen is setting. 
C. The hen is sitting. 

16. I. The deacon is a very set man. 



46 ELEMENTS OF ENGLISH GRAMMAR. 

C. The deacon is a very decided man. 
IV. I. Ann has a j:)ar^?*cu/ar 8e^ of friends. 
C. Ann has a select circle of friends. 

18. I. There are few persons that I set more by, 

C. There are few persons that I esteem more highly. 

19. I. She gave him a fine setting out, 

C. She gave a/w^Z description of him, 

20. I. She gave him a great setting out. 
C. She spoke reproachfully of him. 

21. I. Modesty is becoming to both sects. 
C. Modesty is becoming to both sexes. 

22. I. They shift horses at the hotel. 

C. They exchange horses at the hotel. 

23. I. Put Mary's shimmy into the trunk. 
C. Put Mary's chemise into the trunk. 

24. I. Henry is a complete shirk. 
C. Henry is a complete shark. 

25. I. The man shirks from all responsibility. 
C. The man shrinks from all responsibility. 

26. I. Pardon our shortcomings. 
C. Pardon our neglect of duty. 

21. I. Mr. B. has two shotes for sale. 
C. Mr. B. has two pigs for sale. 

28. I. There was a great show of the fair sex at the fair. 
C. A great many ladies attended the fair. 

29. I. He showed a great deal of temper. 
C. He was very passionate. 

30. I. She was sitting the hen on twelve eggs. 
C. She was setting the hen on twelve eggs. 

31. I. She lives on the side-hill. 
C. She lives on the hill-side. 

32. I. A sight of people attended the funeral. 

C. A great many people attended the funeral. 

33. I. Where did you find sitch a book? 
C. Where did you find such a book? 

34 I. Mr. Mason is a skinflint. 
C. Mr. Mason is a miser. 

35. 1. He slammed the door. 

C. He shut the door violently. 

36. I. William is a slim scholar. 
C. William is a dull scholar. 



GRAMMATICAL INACCURACIES. 47 

37. I. That was done slick. 
C. That was neatly done. 

38. I. A slick-coated horse. 
C. A sleek-coated horse. 

39. I. Slip the horse into the sleigh. 

C. Harness the horse into the sleigh. 
He stole a watch and sloped. 
He stole a watch and ran away. 
He was frightened and skedaddled. 
He was frightened and ran for his life. 
The rose smells svjeet. 
The rose is fragi^ant. 
Do not smear your clothes. 
Do not soil your clothes. 
Jane has a smatteriiig of grammar. 
Jane has a slight knowledge of grammar. 
Mr. E. is a good speaker : there is some snap to him, 
Mr. E. is a good speaker: there is meaning in what 

Do not snarl so much. 
Do not speak so unkindly, 
James is some better. 
James is somewhat better. 
Do not tell ^'single soul of it. 
C. Do not tell a person of it. 

49. I. These will i?i\Q' soonest and deepest root. 
C. These will take earliest ?mdi deepest root. 

50. I. You have sown the seam badly. 
C. You have sewed the seam badly. 

51. I. The grain was sowed too thick. 
C. The grain was sown too thickly. 

52. I. Employment is a swvering balm for an uneasy 
spirit. 

C. Employment is a sovereign balm for an uneasy 
spirit. 

53. I. We had sparrow-grass for dinner. 
C. We had asparagus for dinner. 

54. I. Mr. Yaple has a span of fine horses. 
C. Mr. Yaple has o. pair of fine horses. 

55. I. Biddy is a special good cook. 
C. Biddy is an excellent cook. 



40. 


I. 




C. 


41. 


I. 




c. 


42. 


I. 




c. 


4.3. 


I. 




c. 


44. 


I. 




c. 


45. 


I. 




c. 


he says. 


46. 


I. 




c. 


4t. 


I. 




c. 


48. 


I. 



48 ELEMENTS OF ENGLISH GRAMMAR. 

56. I. He made a fine spech that time. 

C. He made a fine speculation that^time. 

57. I. We have had a long spell of wet weather. 
C. We have had a long season of wet weather. 

58. I. We had a stone spell yesterday. 
C. We had a stone pa7% yesterday. 

59. I. The corn looks spindling, 
C. The corn looks slender, 

60. I. Thomas is a spry boy. 
C. Thomas is an active boy. 

61. I. That boy has spunk. 
C. That boy has spirit, 

62. I. My horse has spunk enough, 
C. My horse is high-mettled. 

63. I. A span of likely horses. 

C. A pair of fine-looking horses. 

64. I. Hear that child squall. 
C. Hear that child cry. 

65. I. The staging gave way, and the workmen fell. 

C. The scaffolding gave way, and the workmen fell. 

66. I. Where do they get the stamps ? 
C. Where do they obtain the money ? 

6Y. I. Mr. Astor has the stamps. 

C. Mr. At^tor is wealthy. 

68. I. I intend to stop in town this winter. 
C. I intend to spend the winter in town. 

69. I. Jackson is a stubbed fellow. 
C. Jackson is a stout-built man. 

TO. I. He stumped the crowd to hear him. 

C. ■ He challenged the crowd to hear him. 
Yl. I. He stumped me to trade with him. 

C. He dared me to trade with him. 

72. I. He made stump speeches. 

C. He addressed the croivd in the open air. ^ 

73. I. He was stunded by a blow on the head. 
C. He was stunned by a blow on the head. 

74. I. Job had much substance. 
C. Job had greo,t wealth. 

75. I. I can work o\tt all the sums in Arithmetic. 

C. I can perform all the examples^ and solve all the 
problems in Arithmetic. 



GRAMMATICAL I^TACCURACIES. 49 

T6. I. It was an hour after sundown, 

C. It was an hour after sunset. 
*77. I. I never saw such a high tree. 

G. 1 never saw so high a tree. 
Y8. I. He is such an extravagant man, that he will come 
to want. 

C. He is so extravagant that he will come to want. 

79. I. I never saw such a large field of corn. 
C. I never saw so large a field of corn. 

80. I. He swaps horses every week. 

C. He exchanyes horses ever}^ week. 

81. I. The higher the river, the swifter it flows. 

C. The higher the river, the more swiftly it flows, 

T. 

Tackle the horse. 
Harness the horse. 
Chapin's dog tackled the other. 
Chapin's dog attacked the other. 
^ Taint your slate. 
It is not joMV slate, 
I take it to be true. 
I believe it to be true. 
School takes in at nine o'clock. 
School commences at nine o'clock. 
He will tarry three days. 
He will remain three days. 
That is a tasty drawing. 
That is a tasteful drawing. 
The child was teaming for plums. 
The child was asking for plums. 
Poverty is no derogation to a man's character. 
Poverty is no derogation /7^om a man's character. 
I have not been that far. 
I have not been so far. 
The bench was that high. 
The bench was so high. 
The field is that long. 
The field is so long. 
13. I. The boy is about this large. 
5 D 



1. 


I. 




c. 


2. 


I. 




c. 


3. 


I. 




c. 


4. 


I. 




c. 


5. 


I. 




c. 


6. 


I. 




c. 


1 


I. 




c. 


8. 


I. 




c. 


9. 


I. 




c. 


10. 


I. 




c. 


n. 


I. 




c. 


12. 


I. 




c. 



50 ELEMENTS OF ENGLISH GRAMMAR. 

C. The boy is about .so large. 

14. I. This is a thinly peopled country. 
C. This is a sparsely peopled country. 

15. I. Take the same measures that I have. 
C. Take the same measures as I have. 

16. I. The relative is of the same person that its antece- 
dent is. 

C. The relative is of the same person as its antecedent. 
It. I. They retain the same termination that they had. 
C. They retain the same termination as they had. 

18. I. Give me them books. 
C. Give me those books. 

19. I. I will give you them, two quills. 
C. I will give you those two quills. 

20. I. He has been throwing up all the morning. 
C. He has been vomiting all the morning. 

21. I. Leave that work to ^/?e7n as have more time than I do. 
C. Leave that work to such as have more time than I do. 

22. I. The then administration was honest. 

C. The administration of that time was honest. 

23. I. I have not seen him this long time. 
C. I have not seen him /or a long time. 

24. 1. The boat tipped over in the middle of the stream. 
C. The boat upset in the middle of the stream. 

25. I. The carriage was tipped back. 
C. The carriage was tilted back. 

26. I. James is to school. 
C. James is at school. 

27. I. I have nothing to bestow to such a man. 
C. I have nothing to bestow ot? such a man. 

28. I. Whiting changes his seat to another. 
C. Whiting changes his seat /or another. 

29. I. With no diminution to his high repute. 
C. With no diminution of his high repute. 

30. I. In compliance to his request, I sent the paper. 
C. In compliance with his request, I sent the paper. 

31. I. He took a fever. 

C. He was sick of a fever. 

32. I. Mr. Hart lives at the ''top of the heapf^ 

C. Mr. ll^vt Vwe^ someivhat better than his neighbors. 
o3. 1. Johnson's family are at the ''top of the Jieap.^'' 



GRAMMATICAL INACCURACIES. 51 

C. Johnson's family have a commanding influence, 

84. I. It will be an hour till I get this done. 

C. It will be an hour before I get this done. 

35. I. That lawyer is a tonguey fellow. 
C. That lawyer is di fluent speaker. 

36. I; This is very different to that. 

C. This is very different /rom that. 

37. I. I have a great abhorrence to such things. 
C. I have a great abhorrence of such things. 

38. I. He called Hother day. 
C He called the other day. 

39. I. He is a tolerable good student. 
C. He is a/azV student. 

40. I. He took on as though his heart would break. . 
C. He wept 2,^ though his heart would break. 

41. I. Mr. Mott took a notion to go to the West. 
C. Mr. IsloXifelt inclined to go to the West. 

42. I. He toted the trunk into the house. 
C. He carried the trunk into the house. 

43. I. His dress is a touch above his neighbors^ 

C. His dress is someivhat better than his neighbors^ 

44. I. He is very touchy. 
C. He is very irritable. 

45. I. He is a man of truth. 

C. He is a man of veracity. 

46. I. It is a tremen-ju-ous rainy day. 
C. It is a very rainy day. 

47. I. It was a tremenjus crash. 
C. It was a tremendous crash. 

48. I. It is a tremendous rainy day. 
C. It is a very rainy day, 

49. I. That is a tricky horse. 
C. That is an unsafe horse. 

50. I. I have drunk a tumbler of water. 
C. I have drunk a glass of water. 

51. I. Did he stay to the city? 
C. Did he stay in the cit}^ ? 

52. I. Did he stay to the village ? 
C. Did he stay at the village ? 

' 53. I. Were the tossels made of silk? 

C. Were the tassels made of silk ? 



52 ELEMENTS OF ENGLISH GRAMMAR. 

54. I. It was a turrihle disaster. 
C. It was a terrible disaster. 

55. I. He tray-versed sea and land to find it. 
C. He irav'ersed sea and land to find it. 

56. I. Are you fond of to-ma'tusses? 

C. Are you fond of tomatoes ? {To-mat-oze.) 
5t. I. The wedding tower lasted a week. 
C. The wedding tour lasted a week. 

58. I. Do you read the iSTew York Tribe-une? 

C. Do you read the New York Tribune P ( Trib-une,) 

59. I. What is the worth of turpentime ? 
C. What is the worth of turpentine ? 



u. 

1. I. Mr. Snarl has an ugly disposition- 
C. Mr. Snarl is an ill-natured man, 

2. I. Mr. Cross is ugly. 

C. Mr. Cross has a bad temper. 

3. I. I never felt so ugly in my life. 
G. I never felt so out of humor. 

4. I. I feel very ugly. 

C. I feel very unpleasant. 

5. I. He acts very ugly. 

C. He behaves very impropei^ly. 

6. I. His character is undeniable. 

C. His character is irreproachable. 

t. I. Did you hear the Universal preacher ? 

C. Did you hear the Universalist preacher ? 

8. I. We called upon our friend. 
C. We called on our friend. 

9. I. I am usually well. 

C. I am as well as usual. 

10. I. Untackle the horse. 
C. Unharness the horse. 

11. I. He had been standing upon the steps. 
C. He had been standing on the steps. 

12. I. Mr. C. has been very unlucky. 

C. Mr. C. has been very unfortunate. 

13. I. James did it unbeknown to his father. 

C. James did it without the knowledge of his father. 



GRAMMATICAL INACCURACIES. 53 

14. I. William is too uppish for his own good. 
C. William is too proud for his own good. 

15. I. The house was underminded. 
C. The house was undermined. 

16. I. He acted in an underhanded manner. 
C. He acted in an underhand manner. 



V. 

1. I. A vast field opens up before you. 

C. An extensive field opens up before you. 

2. I. 1 am vastly obliged to you. 
C. I am greatly obliged to you. 

3. I. There is, doubtless, veraoity in that report. 
C. There is, doubtless, truth in that report. 

4. I. The sound vibrated from hill to hill. 

C. The sound reverberated from hiil to hill 

5. I. That is a vicious horse. 
C. That is an unruly horse. . 

w. 

1. I. He will be in season, I warrant you. 
C. He will be in season, I assure you. 

2. I. Did you plow the field lengthways'^ ^ 
C. Did you plow the field lengthwise ? 

3. I. No, I plowed it cvo^s-ways, 
C. No, I plowed it cro^^-wise. 

4. I. What a wee bit of an apple ! 
C. What a sinall apple ! 

5. I. The ox weighed eleven hundred weight. 
C. The ox weighed eleven hundred pounds. 

6. I. How do you do ? Well, I canH complain. 
C. How do you do ? I am well, thank you. 

V. I. He came last week, since when, he has been at my 
house. 

C. He came last week, since which time he has been at 
my house. 

8. I. It is good wheeling, 

C. The roads are in good condition. 

9. I. Thou, which hast been witness of the deed. 

5* 



51 ELEMENTS OF ENGLISH GRAMMAR. 

C. Thou, loho hast been witness of the deed 

10. I. They which seek wisdom, shall find it. 
C. They that seek wisdom, shall find it. 

11. I. He instructed the crowds, who surrounded him. 
C. He instructed the crowds, that surrounded him. 

12. I. Our Father which art in Heaven. 
C. Our Father who art in Heaven. 

13. I. Almost the whole inhabitants left. 
C. Almost all the inhabitants left. 

14. I. TF<iY/zow^ you study, you will not learn. 
C. Unless you study, you will not learn. 

15. I. I differ with you in that respect. 
C. I differ /ro??! you in that respect. 

16. I. I dissent with your opinion. 
C. I dissent /ro7?2 your opinion. 

IT. I. He ^ledi vnth a fever. 
C. He died of a fever. 

18. I. His writings are conformable with the Rules of 
Rhetoric. 

C. His writings are conformable to the Rules of Rhet- 
oric. 

19. I. The rose has tt;z7^ed 

C. The rose has withered. 

20. I. I shall not go without you do. 

C. I shall not go, unless you do. - 

21. I. He is reconciled with his brother. 
C. He is reconciled to his brother. 

22. I. If you come, we will be happy to see you. 
C. If you come, we shall be happy to see you. 

23; I. Virtue and vice differ widely with each other. ' 
C. Virtue and vice differ widely /rom each other. 

24. I. I shall not attend the concert without you do. 
C. I shall not attend the concert unless you do. 

25. I. Have you any word to your brother? 

C. Have you any message to your brother ? 

26. I. Is your woman at home ? 
C. Is your wife at home ? 

2t. I. Have you seen my woman to-day? 

C. Have you seen my wife to-day? 
28. I. Do not worry yourself Sibout it. 

C. X)o not be unhapjyy about it. 



GRAMMATICAL INACCURACIES. 55 

29. I. He was very wrathy, 

C. He was very angry. 

80. I. I have a writ for you to appear at court. 

C. I have a summons for you to appear at court. 

31. T. The king was wroth with his servant. 

C. The king was angry with his servant. 

T. 

1. I. Have you been in the new yacht P (Yot.) 
C. Have you been in the new yacht f {Yat.) 

2. I. He is telling yarns. 

C. He is telling extravagant stories. 

3. I. Mrs. F. is spinning street yarns. 

C Mrs. F. is gadding about the streets. 

4. I. Hear the boy yell. 

C. Hear the boy scream. 

5. I. Will you go to-day ? Yis, 
C. Will you go to-day ? Yes. 

6. I. He went away yisterday. 
C. He went away yesterday. 

7. I. Who owns that y alter house ? 
C. Who owns that yellow house ? 

8. I. I cannot come yit. 
C. I cannot come yet. 

9. I. I had a good yield of wheat. 
C. I had a good crop of wheat. 

10. I. What is the name of the youngster who plays the 
fiddle. 

C. What is the name of the youth who plays on the 
violin. 

11. I. Do not spoil any more than you can help. 
C. Do not spoil any more than is necessary. 

12. I. If you^d come, you'^d been too late. 

C. If you had come, you would have been too late. 

13. I. You'd better go. 

C. You would better go. 

14. I. You'd better do as I say. 

C. It is better for you to do as I say. 

15. I. You'd as goods leave that. 
C. You may as luell leave that. 

16. I. It happened at sunrise, you'd better believe. 
C. It happened at sunrise. 



56 ELEMENTS OF ENGLISH GRAMMAR. 



SECTION II. 

INACCURACIES ARISING FROM THE USE OF WRONG CASES, 
NUMBERS, MOODS, TENSES, Etc. 

A. 

1. I. I want a apple. 
C. I want an apple. 

2. I. I will visit you agreeable to my promise. 
C. I will visit you agreeably to my promise. 

3. I. I am thinking be will soon arrive. 
C. I think he will soon arrive. 

4. I. They are gone to the eit}^. 
C. They have gone to the city. 

5. I. This kind of people are found everywhere. 
C. This kind of people is found everywhere. 

6. I. The derivation of some words are uncertain. 
C. The derivation of some words is uncertain. 

7. I. To see the flowers are pleasant. 
C. To see the flowers is pleasant. 

8. I. Can I see you at Reed's, the artisVs ? 
C. Can I see you at Reed's, the artist f 

9. I. I met him at Johnson's, the author'' s, 
C. I met him at Johnson's, the author, 

B. 

1. I. Are you going to Chapin's, the baker^s ? 
C. Are you going to Chapin's, the baker? 

2. I. His mother has bade him stop. 
C. His mother has bidden him stop. 

3. I. Julia was dressed beautiful. 
C. Julia was dressed beautifully. 

4. I. They begun the work last week. 
C. They began the work last week. 

5. I. They have began the new house. 
C. They have begun the new house. 



GRAMMATICAL INACCURACIES. 57 

6. I. I hid him go. 

C. I hade him go. 

T. I. The wind has hlew very hard all day. 

C. The wind has hlown very hard all day. 

8. I. She has ho7^e your insolence too long. 
G. She has home your insolence too long. 

9. I. The tree was hroke into three pieces. 
C. The tree was hroken into three pieces. 

10. I. Did you call at Brown, the farmer's ^ 
C. Did you call at Brown'' s, ihe farmer ? 

11. I. He bought eight hushel of corn. 
C. He bought eight bushels of corn. 

12. I. My brother is at Butler, the tailor^s, 
C. My brother is at Butler's, the tailor, 

0. 

1. I. Have the men came yet ? 
C. Have the men co7ne yet ? 

2. I. They have came already. 
C. They have come already. 

3. I. You should have chose to do as I told you. 
C. You should have chosen to do as I told you. 

4. I. They choosed to go with the multitude. 
C. They chose to go with the multitude. 

5. I. The men come across the fields. 
C. The men came across the fields. 

6. I. They come yesterday. 
C. They car)ie yesterday. 

7. I. Jane come home last week. 
C. Jane cam.e home last week. 

8. I. I will act conformahle to your wishes. 
C. I will act conformahly to your wishes. 

9. I. The money was sent conformahle to your request. 
C. The money was sent conformahly to your request. 

10. I. I like school considerahle well. 
C. I like school considerahly well. 

11. I. Are you going to Chapin, the haker^s f 
C. Are you going to Chapin^ s, the haker ? 



58 ELEMENTS OF ENGLISH GRAMMAR. 

D. 

1. I. He was desperate sick. 
C. He was desperately sick. 

2. I. He has did the work. 
C. He has done the work. 

3. I. He stopped at Westman's, the doctor^s, 
C. He stopped at Westman's, the doctor, 

4. I. They done that last week. 
C. They did that last week. 

5. I. Which man done this ? ' 
C. Which man did this ? 

6. I. I have drew three pails of water. 
C. I have drawn three pails of water. 

7. I. He drawed three loads of wood. 
C. He drew three loads of wood. 

8. I. He has drove the horse all day. 
C. He has driven the horse all day. 

9. I. The horse was drove too hard. 
C. The horse was drive?! too hard. 

10. I. He drunk three glasses of wine. 
C. He drank three glasses of wine. 

11. I. James has drank too much. 
C. James has drunk too much. 

E. 

1. I. Susan writes elegant. 
C. Susan writes elegantly. 

2. I. That painting is eleganter than this. 

C. That painting is mor^e elegant than this. 

3. I. Will you call at Harman's, the engineer'^s f 
C. Will you call at Harman's, the engineer ? 

F. 

1. I. Did you call at Brown's, the farmer^ s f 
C. Did you call at Brown's, the fariner? 

2. I. The boy hsiS fell six times. 
C. The boy hQ:S fallen six times. 

3. I. Two fifth of ten is four fifth of five. 

C. Two fifths of ten are four fifths of five. 



GRAMMATICAL INACCURACIES. ' 59 

4 I. I will explain, firstly, the cause. 
C. I will explain, first, the cause. 

5. I. How vcLd^nj fishes did you catch ? 
C. How many fish did you catch. 

6. I. The bird might \i2iYQ fiew away. 
C. The bird might have fiown away. 

7. I. The bird flown away. 
C. The hivdi flew away. 

8. I. He drew a cord of four /bo^ wood. 
C. He drew a cord of iouM feet wood. 

9. I. Thr QQ fourth of eight is six. 
C. l^hvQQ fourths of eight are six. 

10. I. The man look^ frightful, 
C The man \o6k^ frightfully. 

11. I. The soldiers have /roze their hands. 
C. The soldiers have /roze?i their hands. 

12. I. Their feet w^xe froze many times. 
C. Their feet were frozen many times. 

1.3. I. The ground has been /ro2;^ a week. 
C. The ground has heen frozen a week. 

G. 

1. I. The barrel holds forty gallon, 
C. The barrel holds forty gallons, 

2. I. My brother has gave me a book. 
C. My brother has given me a book. 

3. I. They growed very fast. 
C. They grew very fast. 

4. I. They have grew rapidly. 
C. They have grown rapidly. 

5. I. I was at Baker's, the groGer''s. 
C. I was at Baker's, the grocer, 

6. I. Did he go to Greeners, the broker's office? 
C. Did he go to Greene, the broker's office. 

H. 

1. I. Can I see you at Harding'' s, the judge's office? 
C. Can I see you at Harding, the judge's office ? 

2. I. Will you go to Harman, the engineer's ? 
C. Will you go to Harman'' s, the engineer ? 



60 ELEMENTS OF ENGLISH GKAMMAR. 

3. I. Thou, who has been witness of the deed. 
C. Thou, who hast been witness of the deed. 

4. I. Has these papers been signed ? 
C. Have these papers been signed? 

6. I. The people has itching ears. 

C. The people have itching ears. 
6. I. It was brought from Kent's, the hatter^ s, 

C. It was brought from Kent's, the halter. 
t. I. The court have been open to the citizens. 

C. The court has been open to the citizens. 

8. I. The ship has hove in sight. 
C. The ship heaved into sight. 

9. I. I intended to have mentioned the subject. 
C. I intended to mention the subject. 

10. I. I had purposed to have left long ago. 
C. I had purposed to leave long ago. 

11. I. They hoped to have carried the city by storm. 
C. They hoped to ca7^ry the city by storm. 

12. I. He that is idle reprove. 
C. Him that is idle reprove. 

13. I, He and they we know. 
C Him and them we know. 

14. I. Who to\dhe to go? 

C. Who told him to go? - , 

15. I. I thought it to be he. 
C. I thought it to be him. 

16. I. It cannot be her. 
C. It cannot be she. 

17. I. I am certain it was her. 
C. I am certain it was she. 

18. I. What made he desert the army? 
C. What made him desert the army ? 

19. I. Who made he do it? 
C. Who made him do it? 

20. I. Her and I study spelling. 
C. She and I study spelling. 

21. I. You and her must come and see us. 
C. You and she must come and see us. 

22. I. We and her will visit you. 
C. We and she will visit you. 

23. I. / and her are very busy. 



GRAMMATICAL INACCURACIES. 



61 



C. She and /are very busy. 

24. I. Her goes to school. 
C. She goes to school. 

25. I. Him is my brother. 
C. He is my brother. 

26. I. 7 and Mm study grammar. 
C. He and /study grammar. 

27. I. Him and I are going to New York. 
C. He and I are going to New York. 

28. I. I that speak unto thee am him. 
C. I that speak unto thee am he, 

29. I. It was not him that said it. 
C. It was not he that said it. 

30. I. I do not think it is him, 
C. I do not think it is he. 

31. I. I am him whom ye seek. 
C. I am iie whom ye seek. 

32. I. He did not suppose it was him, 
C. He did not suppose it was he. 

33. I. It was thought to be him, 
C. It was thought to be he. 

34. I. I saw your friend — he that lives at Scranton. 
C. I saw your friend — him that lives at Scranton. 

35. I. He spoke of Napoleon — he that died in exile. 
C. He spoke of Napoleon — him that died in exile. 

36. I. To be him whom all are praising, is not the highest 
honor. 

C. To be he whom all are praising, is not the highest 
honor. 

37. I. Her being safe, let us pursue our journey. 
C. She being safe, let us pursue our journey. 



I. 

1. I. There is many trials incident to humanity. 
C. There are many trials incident to humanity. 

2. I. This is only one of the many subjects that is to be 
treated of. 

C. This is only one of the many subjects that are to be 
treated of. 
6 



62 ELEMENTS OF ENGLISH QRAMMAK. 

J. 

1. I. I met him at Johnson^s, the author's house. 
C. I met him at Johnson, the author's house. 

2. I. Can I see you at Mason, the ar^tisVs ? 
C. Can I see you at Mason'' s, the artist'? 

3. I. I have been to HarVs, the lawyer's office. 
C. I have been to Hart, the lawyer's office. 

K. 

1. 1/ It was brought from KenVs, the hafter^s. 
C. It was brought from KenVs, the hatter, 

2. I. We have knew them a long time. 
C. We have known them a long time. 

3. I. They have knowed the facts in the case. 
C. They have known the facts in the case. 

L. 

1. I. Russia is larger than any country of Europe. 
C. Russia is the largest country of Europe. 

2. I. The man laid in the gutter all night. 
C. The man lay in the gutter all night. 

3. I. He will maintain the suit, though he loses his estate. 
C. He will maintain the suit, though he lose his estate. 

M. 

1. I. One added to nine make ten. 
C. One added to nine makes ten. 

2. I. One and nine makes ten. 
C. One and nine make ten. 

3. I. Me am going to school. 
C. I am going to school. 

4. I. Us want an apple. 
C. We want an apple. 

6. I. It* was me who spoke. 

C. It was /who spoke. 

6. I. They thought it was me, 

C. They thought it was /. 

Y. I. I left the parcel at Wilson's, the merchanVs. 



GRAMMATICAL INACCURACIES. 63 

C. I left the parcel at Wilson's, the merchant, 
I. The cars* moved twenty mile an hour. 
C. The cars moved twenty mile^ an hour. 



N. 

1. I. The letter was written neat. 
C. The letter was neatly written. 

2. I. Five ninth of eighteen is ten. 
C. Five ninths of eighteen are ten. 

3. I. ^' The " may limit nouns of both the singular and 
plural number. 

C. '' The " may limit a noun of either the singular or 
plural number. 

p. 

1. I. Whom did you see at Parher, the painter'' s'^ 

C. Whom did you see at Farker^^s, the painter ? 

2.- I. He plead his own cause. 

C. He pleaded his own cause. 

3. I. A variety of objects please the eye. 
C. A variety of objects pleases the eye. 

4. I. I left the book at Frice^s, the merchant's store. 
C. I left the. book at Frice, the merchant's store. 

5. I. That point was proven. 
C. That point was proved, 

Q. 

1. I. You should go quick to school. 
C. You should go quickly to school. 

2. I. Do that work quick. 
C. Do that work quickly. 

R. 

1. I. The boys have ran a long distance. 
C. The boys have run a long distance. 

2. I. William improves rajnd- 
C. William improves rapidly. 



6-i ELEMENTS OF ENGLISH GRAMMAH. 

3. I. How do jou do ? Reasonable well. 

C How do you do ? I am very well, thank you. 

4. I. Jane is a remar^kable pretty girl. 
C. Jane is a remarkably pretty girl. 

5. I. He will not be pardoned, unless he repents. 
C. He will not be pardoned, unless he repent 

6. I. She dresses rich. 
C. She dresses richly. 

t. I. She lives at Riley'' s, the doctor's house. 

C. She lives at Riley, the doctor's house. 

8. I. The House has rose twice for adjournment. 

C. The House has risen twice for adjournment. 

s. 

1. I. I have saw the elephant. 
C. I have seen the elephant. 

2. I. I have not saw him for a week. 
C. I have not seen him for a week. 

3. I. I see him last week. 
C. I saw him last week. 

4. I. I seen him yesterday. 
C. I saw him yesterday. 

5. I. I seen him at the store. 
C. I saw him at the store. 

6. I. They made she do it. 
C. They made her do it. 

7. I. She and they we know. 
C. Her and them we know. 

8. I. Do they really believe me to be she ? 
C. Do they really believe me to be her? 

9. I. The corn cost five shilling a bushel. 
C. The corn cost five shillings a bushel. 

10. I. That dress looks shocking. 
C That dress is in bad taste. 

11. I. Who has shook all the fruit from the trees? 
C. Who has shaken all the fruit from the trees ? 

12. I. I shoivn him the book. 
C. I showed him the book. 

13. I. In school, walk sloiv and light. 

C. In school, walk slowly and lightly. 



GRAMMATICAL INACCURACIES. 65 

14. I. She reads slow. 
C. She reads slowly. 

15. I. Rhode Island is ^maZZer than any State of the Union. 
C. Rhode Island is the smallest State of the Union. 

16. I. Mr. B. sown twenty acres of wheat. 
C. Mr. B. sowed twenty acres of wheat. 

lY. I. A part of the bill was stricken out. 
C. A part of the bill was struck out. 

T. 

1. I. My brother is at Butler's, the tailor'' s. 
C. My brother is at Butler's, the tailor, 

2. I. Charlotte is the tallest of her sisters. 
C. Charlotte is taller than her sisters. 

3. I. Every person should judge of their own duty. 
C. Every person should judge of his ovv^n duty. 

4. I. Them are my sentiments. 
C. Those are my sentiments. 

5. I. He and them are from home. 
C. He and they are from home. 

6. I. Them that oppress the poor, shall come to want. 
C. They that oppress the poor, shall come to want. 

Y. I. It was them, and not us, who did it. 
C. It was they, and not we, who did it. 

8. I. No one believed it was them, 
C. No one believed it was they. 

9. I. To be them in whom the good delight, is most de- 
sirable. 

C. To be they in whom the good delight, is most de- 
sirable. 

10. I. Did you see them men? 
C. Did you see those men ? 

11. I. I have done them examples. 
C. I have done those examples. 

12. I. These kind of people are found everywhere. 
C. This kind of people is found everywhere. 

13. I. I have bought them harness. 
C. I have bought this harness. 

14. I. May I take them books? 
C. May I take these books ? 

6* E 



66 ELEMENTS OF ENGLISH GRAMMAR, 

15. I. These molasses are good. 
C. This molasses is good. 

16. I. They that honor me, I will honor. 
C. Them that honor me, I will honor. 

17. I. Lpt us visit the soldiers, they who are at Wash- 
ington. 

C. Let us visit the soldiers, them who are at Wash- 
ington. 

18. I. I have been waiting this two hours. 
C. I have been waiting these two hours. 

19. I. When was he at Thompson's, the poet's house ? 
C. When was he at Thompson, the poet's house? 

20. I. I dislike to hear those sort of questions. 
C. I dislike to hear that sort of questions. 

21. I. Jam.es throived the ball. 
C. James threw the ball. 

22. I. All the boys thrown stones. 
C. All the boys threw stones. 

23. I. Thou only have I chosen. 
C. Thee only have I chosen. 

24. I. How many ton of coal were there ? 
C. How many tons of coal were there? 

25. I. Two third of six is four. 
C. Two thirds of six are four. 

u. 

1. I. They and us are diligent. 
C. They and we are diligent. 

2. I. Us having left, they will be free from restraint. 
C. We having left, they will be free from restraint. 

w. 

1. I. The girls was disappointed. 
C. The girls wei^e disappointed. 

2. I. Was there any flowers in the meadow ? 
C. Were there any flowers in the meadow ? 

3. I. If I was to write, it would do no good. 
C. If I were to write, it would do no good, 

4. I. If I was he, I should resign. 
C. If I were he, I should resign. 



GRAMMATICAL INACCURACIES. 67 

5. I. They have went to the city. 

C. They have gone to the city. 

G. I. Every house and cottage were plundered. 

C. Every house and cottage wan phmdered. 

Y. I. The audience were very large and respectable. 

C. The audience was very Jarge and respectable. 

8. I. The ship with all her crew were lost. 
C. The ship with all her crew was lost. 

9. I. The ship and all her crew was lost. 
C. The ship and all her crew were lost. 

10. I. He stopped at Westman, the doctor'' s. 
C. He stopped at Wei<tman^s, the doctor. 

11. I. He is at Whitney, the broker'' s. 
C. He is at Whitney^ s, the broker. 

12. I. Who did they send? 
C. Whom did they send ? 

13. I. Who did you see? 
C. Whom did you see ? 

14. I. Who, not having seen, we love. 
C. Whom, not having seen, we love. 

15. I. Who shall I call you? 
C. Whom shall I call you ? 

16. I. Who do they represent me to be? 
C. Whom do they represent me to be ? 

It. I. TF/?.om are you ? 
C. Who are you ? 

18. I. Whom do men say that I am ? 
C. Who do men say that I am. 

19. I. I know ivhom he was. 
C. I know who he was. 

20. I. He reproved all whom he thought were guilty. 
C. He reproved all who he thought were guilty. 

21. I. Whomever is contented, enjoys happiness. 
C. Whoever is contented, enjoys happiness. 

22. I. The horse was left at Witson, the farmer^ s, 
C. The horse was left at Wilson^s, the farmer. 

23. I. The coat was wore threadbare. 
C. The coat was worn threadbare. 

24. I. War is a worser calamity than famine. 
C. War is a worse calamity than famine. 



68 ELEMENTS 01' ENGLISH GRAMMAR. 

Y. 

1. I. Ye hath he quickened. 
C. You hath he quickened. 



SECTIOIs^ III. 

INACCUEACIES ARISING FROM THE USE OF SUPERFLTJOTJS 

WORDS. 

1 . I. I am agoing to town 
C. I am going to town. 

2. I. The fellow again repeated the assertion. 
C. The fellow repeated the assertion. 

3. I. I am in hopes of going to Boston. 
C. I hope to go to Boston. 

4. I. He has a capacity for learning. 
C. He has capacity for learning. 

5. I. I do not like apothecary medicine. 
C. I do not like medicine. 

6. I. He is but a poor reader, at best. 
C. He is but a poor reader. 

1. I. Charles having missed his way, returned back. 
C. Charles having missed his way, returned. 

8. I. They restored the money back to the owner. 
C. They restored the money to the owner. 

9. I. It is true I came at a late hour ; but because why ? 
I was detained. 

C. It is true I came at a late hour ; but why ? I was 
detained. 

10. I. The cat caught a great big rat. 
C. The cat caught a rat. 

11. I. James has a bi^an new hat. 
C. James has a new hat. 

12. I. It was your bounden duty to go. 
C. It was your duty to go. 

13. I. I have read the book clean through. 
C. I have road the book throu^-h. 



GRAMMATICAL IN-ACCURACIES. 69 

14. I. They ^Yalked clear to town. 
C. They walked to town. 

15. I. This is a curious good pail. 
C. This is a good pail. 

16. I. Charles, do you be attentive. 
C. Charles, be attentive. 

It. I. She fell down upon her knees. 
C. She fell upon her knees. 

18. I. He fell from the window of the second story down 
to the ground. 

C. He fell from the window of the second story to the 
ground. 

19. I. I can do it equally as well as he. 
C. I can do it as well as he. 

20. I. My carriage is equally as good as yours. 
C. My carriage is as good as yours. 

21. I. I will go as soon as ever I can. 
C. I will go as soon as I can. 

22. I. The Orangeville Male and Female Academy. 
C. The Orangeville Academy. 

23. L He will start /rom thence to-morrow. 
C. He will start thence to-morrow. 

24. I. From whence come wars and fightings ? 
C. Whence come wars and fightings ? 

25. I. We infer /rom hence the following sentiment. 
C. We hence infer the following sentiment. 

26. I. The men-/o/^-s are in the field. 
C. The men are in the field. 

2t. I. The women-/bZ^8 are away from home. 
C. The women are away from home. 

28. I. They wanted for to go home. 
C. They wanted to go home. 

29. I. She is Si fine lady, she is. 
C. She is a lady. 

30. I. My /(2Z/ow;-countrymen ! welcome to the blessings 
of this day. 

C. My countrymen ! welcome to the blessings of this 
day. 

31. I. Who has got my inkstand ? Jane has got it. 
C. Who has my inkstand. Jane has it. 

32. I. Have you got a knife ? 



70 ELEMENTS OF ENGLISH GRAMMAR. 

C. Have you a knife ? 

33. I. Have you got your lesson learned ? 
C Have you learned your lesson ? 

34. I, Mr. Jones, the gentlemanly landlord, waited on us. 
C. Mr. Jones, the landlord, waited on us. 

35. I. He had ought to answer my letter. 
C. He ought to answer my letter. 

36. I. He had not ought to go away. 
C. He ought not to go away. 

37. I. They intended to Via i;e yo/2^. 
C. They intended to go. 

38. I. This here book is not mine. 
C. This book is not mine. 

39. I. This here hat is too small. 
C. This hat is too small. 

40. I. This here horse is lame. 
C. This horse is lame. 

41. I. Henry is a fine fellow, he is, 
C. Henry is a fine youth. 

42. I. I want to have you come and see me. 
C. I want you to come and see me. 

43. I. I have not the article in any shape or form. 
C. I have not the article. 

44. I. The shells were broken in pieces. 
C. The shells were broken. 

45. I. He will be in season, / assure you. 
C He will be in season. 

46. I. His mother finds him in money. 
C. His mother finds him money. 

47. I. You may enter in the house. 
C. You may enter the house. 

48. I. Mary, will yon just bring my shawl? 
C. Mary, will you bring my shawl? 

49. T. Henry, just go and close the door. 
C. Henry, close the door. 

50. I. He looks ashamed and gnWiy-like- 
C. He looks ashamed and guilty. 

51. I. I shall go by the latter end of the week. 
C. I shall go by the end of the week. 

52. 1. You cannot pursue a more nobler employment. 
C. You cannot pursue a nobler employment. 



GRAMMATICAL INACCURACIES. 71 

&3. I. That is the most largest house in the village. 

C. That is the largest house in the village. 

54. I. I have not got no money. 
C. I have no money. 

55. I. Th^y have not done no work. 

C. They have done no work. - 

56. I. The class have not got no lesson. 
C. The class has no lesson. 

57. 1. He never spoke but once while I was there. 
C. He spoke but once while I was there. 

58. I. I have not had no dinner yet. 
C I have had no dinner. 

59. I. I cannot by no means allow it. 
C. I can by no means allow it. 

60. I. The fruit was gathered off o/that tree. 
C. The fruit was gathered off that tree. 

61. I. What are you doing o/? 
C. What are you doing ? 

62. I. What are you doing on f 
C. What are you doing? 

63. I. They united together and covered it over, 
C. They united and covered it. 

64. I. Such conduct admits of no excuse. 
C. Such conduct admits no excuse. 

65. I. Her conduct was approved of. 
C. Her conduct was approved. 

66. I. Another one came, and the other 07ie went. 
C. Another came, and the other went. 

67. I. He pressed out the juice from the grapes. 
C. He pressed the juice from the grapes. 

68. I. He repeated the lesson over. 
C. He repeated the lesson. 

69. I. By observing o/ truth you will gain the coDfidence 
of others. 

C. By observing truth you will gain the confidence of 
others. 

70. I. Without taking of pains you will not succeed. 
Q. Without taking pains you will not succeed. 

71. I. By hindering of others, we injure ourselves. 
y C. By hindering others, we injure ourselves. 

72. 1. I have not told you a quarter jjart of it. 



72 ELEMENTS OF ENGLISH GRAMMAR. 

C. I have not told you a quarter of it. 

73 I. You have not seen one tenth part of the farm. 

C. You have not seen one tenth of the farm. 

74. I. Mr. A. is a refined gentleman. 
C. Mr. A. is a gentleman. 

75. I. Wallace is a real good scholar. 
C. Wallace is a good scholar. 

76. I. We had raw salad for dinner. 
C. We had salad for dinner. 

77. I. Mrs. Morse is a fine woman, she is. 
C. Mrs. Morse is a fine woman. 

78. I. She is a thorough.-bi^ed lad v. 
C. She is a lady. 

79. I. In the tracing of Franklin's history, we see much 
to admire. 

C. In tracing Franklin's history, we see much to admire. 

80. I. ^jthe sending proper information you will oblige me. 
C. By sending proper information you will oblige me. 

81. I. ^j the observing truth you will gain the confidence 
of others. 

C. By observing truth you will gain the confidence of 
others. 

82. I. The facts are too universally known to he denied. 
C. The facts are universally known. 

83. I. I will purchase that there house. 
C. I will purchase that house. 

84. I. Go, flee thee away into the land of Judea. 
C. Go, flee into the land of Judea. 

.85. I. I persecuted this way unto the death. 

C. I persecuted this way unto death. 
86o I. I did not do it, though, 
C. I did not do it. 

87. I. I have heard tell of the circumstance. 
C I have heard of the circumstance. 

88. I. Jane puts oil on to her hair. 
C. Jane puts oil on her hair. 

89. I. I am not the least fatigued that ever iras. 

C. I am not the least fatigued. ^ 

90. I. We conversed together on the subject. 
C. We conversed on the subject. 

91. L Ellen rose uj) and left the room. 



GRAMMATICAL INACCURACIES. 73 

C. Ellen rose and left the room. 

92. I. Raise up your arm. 
C. Raise your arm. 

93. I. Amid the cheers of the multitude, he rose up and 
began. 

C Amid the cheers of the multitude, he rose and began. 

94. I. They will not believe but what it was me. 
C. They will not believe but it was me. 

95. I. I do not know but what I shall go. 
C. I do not know but I shall go. 

96. I. I shall go whether or no. 
C. I shall go. 

97. I. That house is owned by a widow-w;o77ian. 
C. That house is owned by a widow. 

98. I. He came yesterday, you know. 
C. He came yesterday. • 

99. I. I have them in every shape and form, 
C. I have them in every shape. 

100. I. Henry has a good house, ihaV^ so. 
C. Henry has a good house. 

101. I. He is worth more than you think /or. 
C. He is worth more than you think. 

102. I. Harriet is the most proudest girl in school. 
C. Harriet is the proudest girl in school. 



SECTION IV. 

INACCURACIES ARISING FROM THE OMISSION OF ONE OR 
MORE WORDS. 

I. " The " is often omitted before the noun community ^ 
which is always wrong. Thus: 

1. I. Community is responsible for the result. 

C. The community is responsible for the result. 

2. I. It is the duty of community to provide for these 
things. 

C. It is the duty of the community to provide for these 
things. 
7 



74 ELEMENTS OF ENGLISH GRAMMAR. 

3. I. I was assured that community would sustain me. 
C I was assured that the community would sustain me. 

4. I. He appealed from the court to community. 

C. He appealed from the court to the community. 

5. I. The masses of community should be educated. 

C. The masses of the community should be educated. 

II. The omission of an adjective after the adverb quite. 

1. I. It was quite an addition to his expenses. 

C. It was quite a large addition to his expenses. 

2. I. This was quite an item in the account. 

C. This was quite an important item in the account. 

3. I. The Messrs. Miller have quite an amount on hand. 
C. The Messrs. Miller have quite a large amount on 

hand. « 

4. I. They have at the wharf quite a quantity of coal. 
C. They have at the wharf quite a large quantity of 

coal. 

6. I. I am pleased with James — he is quite a man. 

C I am pleased with James — he is quite like a man. 
6. I. He inherited quite a fortune. 
C. He inherited quite a large fortune. 

III. The omission of the conjunction that. 

1. I. Such were the facts, and such his reasons ; and we 
believe he was right. 

C. Such were the facts, and such his reasons ; and we 
believe that he was right. 

2. I. I know it is so ; but this only augments my grief. 
C. I know that it is so ; but this only augments my grief. 

lY. Various omissions ; a, the^ he, it, etc. 

1. I. Jane has a large and small grammar. 

C. Jane has a large and a small grammar. - 

2. I. Both a red and black flag were displayed. 
C. Both a red and a black flag were displayed. 

3. I. A black and gray horse were harnessed together. 
C. A black and a gray horse were harnessed together. 

4. I. The book will be useful to the old and young. 

C. The book will be useful to the old and the young. 



GRAMMATICAL INACCURACIES. 75 

a 

5. I. Does Mexico border on the Atlantic or Pacifia Ocean ? 
C. Does Mexico border on the Atlantic, or the Paciiic 

Ocean ? 

6. I. Is the house on the right side or left ? 

C. Is the house on the right side, or the left? 
T. I. Is the village on the right or left bank of the river? 
C. Is the village on the right, or the left bank of the 
river? 

8. I. What is the difference between the old and new sys- 
tem of grammar? 

C. What is the difference between the old and the new 
t^ystem of grammar ? 

9. I. I understand both the new and old methods. 

C. I understand both the new and the old methods. 

10. I. The attorney executed the deed, but will write no 
more. 

C. The attorney executed the deed, but he will write 
no more. 

11. I. The world begins to recede, and will soon disappear. 
C. The world begins to recede, and it will soon disap- 
pear. 

12. I. He is still in the hospital you saw him. 

C. He is still in the hospital in which you saw him. 

13. I. Observe them in the order they stand. 

C. Observe them in the order in which they stand. 

14. I. We immediately proceeded to the place we were 
directed. 

C. We proceeded immediately to the place to which we 
were directed. 

15. I. My companion remained a week in the state I left 
him. 

C. My companion remained a week in the state in 
which I left him. 

16. I. Not only his credit, but his reputation w^ere good. 
'C. Not only his credit, but also his reputation were good. 

17. I. The man has weyit his way. 

C. The man has gone on his way. 



76 ELEMENTS OF ENGLISH GRAMMAR. 



SECTION Y. 

INACCURACIES ARISING FROM THE USE OF WRONGLY CON- 
STRUCTED SENTENCES. 

1. I. The man is happy, who is virtuous. 
C. The man who is virtuous, is happy. 

2. I. The man is a villain, who trifles with th^ affections 
of woman. 

C. The man who trifles with the affections of woman, 
is a villain. 

3. I. The horse belonged to the landlord, that I drove to 
the railroad. 

C. The horse that I drove to the railroad, belonged to 
the landlord. 

4. I. The trees are growing in the field, that I purchased 
from you. 

C. The trees that I purchased from you, are growing 
in the field. 

5. I. He is unworthy the confidence of a fellow-being, 
who disregards the laws of his Maker. 

C. He who disregards the laws of his Maker, is un- 
worthy of the confidence of a fellow-being. 

6. I. It was no other but his own fault. 

C. It was the fault of no one but himself. 

7. I. He no sooner is sober, but he is filled with grief. 
C. As soon as he is sober, he is filled with grief. 

8. I. Such another mistake will not occur. 
C. Another such mistake will not occur. 

9. I. Mr. A. is a young intelligent man. 
C. Mr. A. is an intelligent young man. 

10. I. Mr. B. is a young brilliant man and scholar. 

C. Mr. B., though a young man, is a brilliant scholar. 

11. I. Either of the four will answer. 
C. Any one of the four will answer. 

12. I. The blessing of the Lord, it maketh rich. 
C. The blessing of the Lord maketh rich. 



GRAMMATICAL INACCURACIES. 77 

13. I. I felt a chilling sensation to creep over me. 
C. I felt a chilling sensation creep over me. 

14. I. Professing regard, and to act differendy, discovers 
a base mind. 

C. To profess regard, and to act differently, betrays a 
base mind. 

15. I. Did he not confess his fault, and entreated me to 
forgive him ? 

C. Did he not confess his fault, and entreat me to for- 
give him ? 

16. I. They know scarcely that temperance is a virtue. 
C. They scarcely know that temperance is a virtue. 

17. I. The king found reason to repent soon of his rashness. 
C. The king soon found reason to repent of his rashness. 

18. I. He insolently behaved to his teacher. 
C. He behaved insolently to his teacher. 

19. I. They acted in such a manner, that some persons 
doubted them to be honest, 

C. Such was their conduct, that some persons doubted 
their honesty. 

20. I. He would have went with us, if we v^^ould have 
wanted him. 

C. He would have gone with us, if we had desired. 

21. I. If I had have known this, the trouble might have 
been avoided. 

C. Had I known this, the trouble might have been 
avoided. 

22. I. Not only he found them in health, but contented 
and happy also. 

C. He found them not only in health, but also contented 
and happy. 
2o. I. It was Charles, and not me, who done the mischief. 
C. It was Charles, who did the mischief, and not I. 

24. I. His opinion was expressed, after rather a hasty 
examination. 

C. His opinion was based on a rather hasty examina- 
tion. 

25. I. Not his property only, but his credit was gone. 

C. Not only his property was gone, but his credit also. 

26. I. If he knows the way, he not needs a guide. 
C. If he knows the way, he needs no guide. 



78 ELEMENTS OF ENGLISH GRAMMAR. 

2T. T. I have visited the home of my childhood recently. 

C. I have recently visited the home of my childhood. 

28. I. I have not went to no school. 
C. I have not been to any school. 

29. I. He cannot get no employment. 
C. He can get no employment. 

30. I. You can have neither of the four. 
C. You can have no one of the four. 

31. I. He is younger, but not so active as his friend. 
C. He is younger than his friend, but not so active. 



PART SECOND. 

ETYMOLOGY, SYNTAX, AND PROSODY. 



LESSON I. 

DEFINITIONS AND DIVISIONS OF GRAMMAR. 

1. What is Grammar ? 

Ans. Grammar is the science of language, and the art of using 
it correctly. 

2. Of how many parts does it consist? 

A. Of four parts ; viz., Orthography, Etymology, Syntax, and 
Prosody. 

3. Of what does Orthography treat ? 

A. Orthography treats of the names and sounds of letters, and 
the correct spelling of words. 

4. In what is Orthography generally studied? 
A. In spelling-books and dictionaries. 

5. Of what does Etymology treat ? ' 

A. Of the different classes of words, their derivation, meaning, 
and inflections. 

6. Of what does Syntax treat? 

A. Of the construction of sentences ; and of the arrangement 
and relations of the words which comjDOse them. 

7. Of what does Prosody treat ? 

A. Of the pauses used in writing, and of the laws of versifica- 
tion. 

8. How should the several parts of grammar be studied ? 

A. In connection with each other, and with the writing of com- 
position. 

LESSON II. 

OF SENTENCES. 

1. Will you write on the board the words, " Good parents love 
their children '' ? 

2. What is this expression called ? 
A. A sentence. 

79 



80 ELEMENTS OF ENGLISH GRAMMAR. 

3. VvHiy is it a sentence? 

A. Because it is an expression wliich makes complete sense. 

4. What then is a sentence ? 

A. Any combination of words which expresses a complete 
thought, is a sentence. 

5. Will you illustrate this ? 

A. W^hen I say, '^ Good parents love their children,'' the ex- 
pression makes complete sense, and is therefore a sentence. 

6. Plow should every sentence be commenced? 

A. The first word of every sentence should begin with a capital 
letter. 

7. By what should every sentence be followed? 

A. Every sentence should be followed either by sl period^ or by 
an intei^rGgatiorij or an exclamation point. 

8. When should a sentence be followed by a period ? 

A. Every sentence which neither asks a question, nor utters an 
exclamation, should be followed by a period. 

9. What sentences should be followed by an interrogation point ? 
A. Every sentence which asks a question, should be followed 

by an interrogation point. 

10. What sentences should be followed by an exclamation point? 
A. Every sentence which expresses surprise, sorrow, pain, or 

any strong emotion. 

11. ^' Good children obey their parents." W^hy does good com- 
mence with a capital letter ? 

A. Because good is the first word of the sentence. 

12. Why {^parents followed by a period ? 

A. Because the sentence neither asks a question, nor utters an 
exclamation. 

13. Y/hen I say, " Good parents loving their children,'' is the 
sense complete ? 

A. It is not. 

14. Why is not the sense complete ? 

A. Because nothing is either asserted or asked respecting ^^ good 
parents J ^ 

15. Is the expression a sentence? 
A. It is not. 

16. Why is it not? 

A. Because it does not make complete sense. 

17. Will you tell me which of the following expressions are, and 
which are not sentences? 

1st. Good children obey their parents. 

2d. Children not obedient to their parents. 

Sd. Are good children obedient to their parents? 

4th. Are good children their parents ? 

fyth. The clouds have dispersed. 

(jth. The storms of winter are over. 



ETYMOLOGY, SYNTAX, AND PROSODY. 81 

1th. A flock of wild geese over the barn. 
Sth. A snow-storm among the mountains. 
^th. How narrow and muddy the streets are ! 
liHh. Can you understand the lesson ? 
11th. How brightly the sun shines I 
12th. What strange beings we are ! 

MODEL. 

" Good children obey their parents.^' 

This is a sentence, because it is an expression which makes 
complete sense. 

"&oocZ" commences with a capital letter, because it is the first 
word of the sentence. 

The sentence is followed by a period, because it neither asks a 
question, nor utters an exclamation. 



LESSON III. 

EXERCISES ON SENTENCES. 

1. Will you fill the blanks of the following expressions with 
one or more words, which will make them sentences ? 

1st. The black horse the barn. 

2d. The gray squirrel the tree. 

M. The moon last evening very brightly. 

4:th. The soldiers bravely. 

bth. Do you the lesson of yesterday. 

Qth. heard the man . 

1th. The wind to-day. 

^th. He not to me. 

^th. Is not the noblest ? 

10th. How that should use I 

MODEL. 

" The black horse the barn." 

The black horse is in the barn. 

2. Will you write five sentences which should be followed by a 
period f 

MODEL. 
" William has gone to the city." 

This expression is a sentence, because it makes complete sense. 
^ It should be followed by a period, because it neither asks a ques- 
tion, nor utters an exclamation. 

F 



82 ELEMENTS OF ENGLISH GEAMMAR. 

3. Y/ill you write five sentences which should be followed by 
an iyiterrogation point ? 

MODEL. 
*' Are you pleased with the study of grammar ? " 
This expression makes complete sense, and is, therefore, a sen- 
tence. It should be followed by an interrogation point, because it 
asks a question. 

4. Will you write five sentences which should be followed by an 
exclmnation point f 

MODEL. 

" How careless the boy is ! *' 

This expression makes complete sense, and is, therefore, a sen- 
tence. It expresses surprise, and should, therefore, be followed by 
an exclamation point, 

5. Will you write five expressions which are not sentences ? 

MODEL. 

" The grass growing rapidly." 

This expression does not make complete sense, and is not, 
therefore, a sentence. 



LESSONIV. 

or THE SUBJECT AND THE PKEDICATE. 

1. Will you write on your slates the expression, 

^^The sheep are grazing ^^ f 

2. Why does the commence with a capital letter? 

3. Should the first word of an expression, which is not a sen- 
tence, begin with a capital letter ? 

A. It should. The first word of every chapter, letter, note, 
sentence, expression, or series of words, should begin with a cap- 
ital letter. 

4. Is the expression, " The sheep are grazing ^^ a sentence ? 

5. Wliy is it a sentence? 

6. By what pause should the sentence be followed? 

7. Why should it be followed by a period ? 

8. Should the period be used in any other cases ? 

A. The period should be placed after every sentence, expres- 
sion, series of words, and word, which is final, and does not ask a 
question, nor utter an exclamation; and also after every abbrevi- 
ation. 



ETYMOLOGY, SYXTAX, AND PROSODY. 83 

9. What is an abbreviation ? 

A. One or more letters standing for a word or phrase, is an 
abbreviation ; as, M. for Marquis ; Mr. for Mister. 

10. When I say, " The sheep are grazing, ^^ of what does the sen- 
tence speak ? 

A. The sentence speaks of " the sheeipT 

11. Which words express w^hat is said of the sheep? 
A. The words ^^ are grazing P 

. 12. What are the words of which any sentence speaks called? 
A. The subj^ect. 

13. What are the words called which express what is said of 
the subject? 

A. The predicate. 

14. Of how many principal parts, then, must every sentence 
consist ? 

A. Of two parts. 

15. Why must every sentence consist of two parts ? 

A. Because in every sentence there must be some person or 
thing about which we speak, and something that is said about that 
person or thing. 

16. Which of these do we call the subject f 

A. The person or thing about which the sentence speaks. 

17. Which do we call the predicate f 

A. That which is said or asked of the subject. 

18. In the sentence, The sun is shining, what is the subject, and 
why? 

A. The sun is the subject, because the sentence speaks of the sun. 

19. What is the predicate, and why ? 

A. Is shining is the predicate, because it is that which is said 
of the sun. 

20. Which is the subject, and which the predicate in the follow- 
ing examples ? 

1^^. The girls are singing. 

2d How strange that we should be proud ! 

3c?. Boys should be prompt. 

4ith. The snow is a foot deep. 

bth. Does the man cultivate the ground ? 

^th. Will idle girls make useful women ? 

1th, Kot a cloud obscured the setting suru 

MODEL. 

" The girls are singing." 

This expression makes complete sense, and is, therefore, a sen- 
tence ; and its first word, the, begins with a capital letter. It 
neither asks a question, nor utters an exclamation, and is, there- 
fore, followed by a period. 



81 ELEMENTS OF ENGLISH GRAMMAR. 

The subject is " the girls,^^ because they are the persons of whom 
the sentence speaks. 

The predicate is " are singing/^ because this is what is said of 
'' the girls.'' 



LESSON y. 

EXERCISE ON THE PRECEDING LESSONS. 

1. Write on your slates, while I write on the board : 

The former Governor of Pa., Andrew G. Cartin, has been called 
''The Soldier's Friend:' 

2. Is this expression a sentence ? Why ? 

3. What is the subject f Why ? 

4. What is the predicate f Why ? 

5. Why is the sentence followed by a period? 

6. Why is a period placed after Pa. ? 

7. What other abbreviation in the sentence ? 

8. What pause follows the letter Gl Why? 

9. Why does the first word commence with a capital letter ? 

10. Why do Pa. and Andrew G. Curtin ? 

A. Because all proper names of persons, places, rivers, towns, 
etc., should commence with a #-ipital letter? 

11. Why are the first letters of ''Governor" and "The Soldier's 
Friend" capitals? 

A. Because all titles of office, honor, and distinction, should begin 
with a capital letter. 

12. When I say ran away, is the expression a sentence? 
A. It is not. 

13. Why is it not a sentence ? 

A. Because it does not make complete sense. 

14. In what respect is it deficient ? 
A. It has no subject. 

15. How do you know this ? 

A. Because there is no person or thing of which " ran away " 
is said. 

16. Will you supply a subject ? 

A. " The horses ran away." "The boy," "the thieves," etc. 

17. What is now the subject? and why? 

18. What is the predicate ? and why? 

19. Will you supply subjects for each of the following predi- 
cates ? 

1.!?^. • are mowing in the meadow. 

2d. Has been driven very hard ? 

M. How dull -is! 

4:th. draw the plough and wagon. 



ETYMOLOGY, SYNTAX, AND PROSODY. 86 

bth. are far away. 

QtK has gone to visit her friends. 

7th, loves his parents. 

Wi, should be respectful to their teacher. 

2th, grow in the forest. 

10th, hop, and jump, and skip, 

MODEL. 
are mowin<^ in the meadow." 



The Tiien are mowing in the meadow. 

20. Will you supply predicates for each of the following subjects ? 

1st. Henry and his sister 

2d, The horses 

Zd, George Washington 

4:th, Most of the countries of Europe — — - 

bth. The members of this class 

6^A. The Eastern Hemisphere — - 

7th, The desire for fame — 

Sth My father and mother 

2th. Parents 

10^/*. Children 

MODEL, 
^^Henrv and his sister " 



Henry and his sister are membe^^ of the ^^ Soldier i Orphani 
School,''" 

21. Will you separate by a vertical line the subject from the 
predicate, in each of the following examples ? 
1 St. Truth is the mightiest of weapons. 
2d. The Christian religion is from heaven. 
Sd. Memory is a retributive faculty. 
4th. James found a new coat, 
6th, Henry's brother was absent from home. 

MODEL. 

** Truth is the mightiest of weapons. 
Truth I is the mightiest of weapons. 

Sub. Fred, 

8 



86 ELEME^'TS OF ENGLISH GRAMMAR. 

LESSON YI. 

OF CAPITAL LETTES3. 

1. What is the general rule respecting the use of capital letters? 
A. No word should begin with a capital letter, unless required 

by one of the following specific rules. 

2. What is the first specific Rule. 

A. The first woixl of every book, chapter, section, sentence; let- 
ter, note, and w^riting, should begin with a capital. 

3. What is Rule 11. ? 

A. Every important word in the title of a book, chapter, lesson, 
section, etc, should beo'in with a capital. 

4. What is Eule IIL ? 

A. Every word written as the first of two or more words, oi 
standing alone, should begin with a capital. 

5. What is Eule IV. ? 

A. The first word of every line of poetry should begin with a 
capital. 

6. What is Eule V. ? 

A. Names, titles, and attributes of the Deity, should begin with 
a capital letter. 

7. What is Eule VI. ? 

A. Proper names of persons, places, rivers, mountains, seas, etc., 
should begin with a capital letter. 

8. What is Eule VII. ? 

A. Names of animals and things, when personified, should begin 
with a capital letter. 

9. What is Eule VIII. ? 

A. Names of special importance or significance, should begin 
with a capital letter. 

10. What is Eule IX. ? 

A. Adjectives derived from proper names should begin with a 
capital letter. 

11. What is Eule X. ? 

A. Titles of office, honor, or respect, should begin with a capi- 
tal letter. 

12. What is Eule XL ? 

A. The pronoun I, the interjection O, and letters used as nu- 
merals, should always be capitals. 

18. What is Eule XII. ? 

A. Most abbreviations should be expressed by capital letters. 

14. What is Eule XIII. ? 

A. The names of the sciences, of the days of the week, and of 
the months and seasons of the year, should begin with a capital 
letter. 



ETYMOLOGY. SYNTAX, AND PROSODY. 



LESSON YII. 
EXESCISE ON THE CAPITAL LETTERS. 

1. Write the following sentences ; tell which of the words should 
begin with capitals ; and give the Eule for each. 

1^^. in the beginning god created the heavens and the earth. 

2cZ. the poorest beggar, if a christian, is richer than the weal- 
thiest monarch, who does not serve his maker. 

M. in the national fifth reader, of watson and parker's series, 
published by a. s. barnes and co., new york, are many extracts 
and sketches, which are among the choicest gems of english liter- 
ature. 

4:th. marcius willson's series of readers, published by harper and 
brothers, franklin square, new york, is a grand museum into 
which are gathered some of the choicest specimens of science and 
art. 

6th. Charles anthon, 1 1. d., for many years professor of the 
latin language in the university of new york, was one of the most 
learned classical scholars of america. 

6th. on Wednesday last, which, by the way, was the 22d of 
august, i was reading in " longfellow's hiawatha,'' the chapter 
entitled " the famine." 

7th. lieut. gen. u. s. grant, who in our recent struggle ti'i- 
umphed over the hosts of the rebellion, is now candidate for the 
presidency of the united states, may he, if elected, be as true to 
the interests of the nation, as was george Washington, our first 
president. 



LESSON YIII. 

OF THE ANALYSIS OF A SENTENCE. 

1. What is the meaning of Analysis? 

A. The separation of anything into its parts, or elements. 

2. What is meant by the analysis of a sentence ? 

A. Its separation into subject and predicate, and the further 
separation of each of them, into essential and modifying words. 

3. What is the first step in the analysis of a sentence ? 
A. To state that it is a sentence, and why. 

4. What is the second step ? 

A. To name the subject, and tell why it is the subject. 

5. What is the third step ? 

A. To name the predicate, and tell why it is the predicate. 



88 ELEMENTS OF ENGLISH GRAMMAR. 

6. Will you illustrate these steps by analyzing the folloAving 
sentence ; viz., " The girls are diligenV 

A. " The girls are diligent," is a sentence, because it is an ex- 
pression which makes complete sense. 

Its subject is, " the girls/' because they are the persons of whom 
the sentence speaks. 

Its predicate is, '' are diligent/'' because this is what is said of 
** the girls J' 

The first word, the, begins with a capital letter, agreeably to 
Rule I., " The first word," etc. 

The sentence is followed by a period, because, etc. 

7. Will you analyze the following sentence ? 

" On Sahhath, I saw Jane at BloomshurgP 

A. This expression is a sentence, because it makes complete 
sense. 

Its subject is /, because I represents the person who speaks. 

Its predicate is, ^' saw Jane at Bloomshurg on Sabbath/' because 
this is what is said of I. 

On begins with a capital, agreeably to Rule I. 

Sabbath begins with a capital, agreeably to Rule XIII. 

/ is a capital letter, agreeably to Rule I. 

Jane and Bloomsburg begin with capitals, agreeably to Rule VI. 

The sentence is followed by a period, because, etc. 

8. Will you analyze in like manner each of the follo^ving sen- 
tences ? 

1st. John is a good student. 

2d Mary went to her home in Boston last week. 

M, The birds of the air have nests. 

4:th. Grammar is a very interesting and useful study. 

bth. Henry, and his sisters Jane and Mary, attend school. 

G^A. Janett€ has gone to visit her cousins in Baltimore. 

1th. Harriet is more industrious than Maria. 

^th, William has gone to see the monster steamship, the Great 
Eastern. 

^th. Hon. Thaddeus Stevens, of Pennsylvania, is no more. 

lO^A. Hon. Charles R. Buckalew, M. C., from Penn'a, is at his 
home. 



LESSON IX. 

EXERCISES ON THE WRITING AND ANALYSIS OF SENTENCES. 

1. What is a sentence? 

2. What is meant by the analysis of a sentence? 
8. Will you write three sentences about a /ior^e.^ 



ETYMOLOGY, SYNTAX, AND PROSODY. 89 

• 

4. Will you write three sentences about a dog f 

5. Will you write three sentences about your home ? 

6. Will you write three sentences about your school ? 

7. Will you write three sentences about Washington f 

MODEL. 

" Three sentences about a horsed 

1st My father's horse is very gentle and kind. 
2d. Her name is Pet, and a great pet she is. 
Sd, Is not the horse a noble animal ? 

8. Why are the first and second sentences followed by a period? 

9. Why is the third followed by an interrogation point ? 

10. What are the rules for the use of capital letters? 

11. W^ill you give the complete analysis of each sentence. 

12. Will you write, point, and analyze five sentences, about any 
of the objects you have seen to-day ? 

13. What is Rule I. for using a period? 

A. Every sentence which is neither interrogative nor exclamatory, 
should be followed by a period. 

14. What is Rule II. ? 

A. Every expression, phrase, and series of words, which neither 
asks a question, nor utters an exclamation, should be follov^^ed by 
a period. 

15. Vvliat is Rule III. ? 

A. A period should be placed after every word standing alone, 
and after every abbreviation. 

16. What capitals should be used in w^riting the following ex- 
pressions, and what pauses should follow them. 

1st. hon Samuel p bates state historian harrisburg 
'2d. corn potatoes wheat rye and oats w^ere exhibited by mr 
maynard 

2>d. have you seen the home of james bennet esq 
Uh. boys girls chickens and cows 
bth. disinterestedness 



LESSOX X. 
OF ESSENTIAL AND MODIFYING WORDS. 

1. When I say, "Trees grow during the Summer,'^ of what do 
I speak ? 

A. Of " tree^:' 

2. What do I say of trees ? 
A. I say " trees grow.'^ 

3. When do I say trees grow ? 

8>^ 



90 ELEMENTS OF ENGLISH GRAMMAR. 

A. " Baring the Summer.''^ 

4. Is the expression, ^' Trees grow during the Summer/' a sen- 
tence? 

5. Whv is it a sentence? 

6. What is the subject? 

7. What is the predicate ? 

8. What are the essential words of this sentence? 
A. Trees grow. 

9. Why are these called essential words ? 

A. Because if either of them were omitted, the sentence would 
be destroyed. 

10. Which words are not essential? 
A. During the Summer. 

11. W^hy are not these words essential ? 

A. Because the sentence would not be destroyed, if they were 
omitted. 

12. What are such words called ? 

A. The words which are not essential are called " mGdifijing 
words.'' 

13. Which are essential, and which are modifying words in the 
sentence, " Trees grow during the Summer " ? 

A. " Trees groiv " are the essential words, and " during the Sum- 
mer " are the modifying words. 

14. When several modifyiug words are connected together, what 
do they form ? 

A. They form a modifying phrase. 

15. Illustrate the difference between a modifying word and a 
modifying phrase. 

a! Wiien I say, " The trees of the forest grow during the Sum- 
mer," the first word, " ^Ae," is a modifying word; the words, ^^ of 
the forest, ^^ form a modifying phrase; and the words, ^^ during the 
Summer, ^^ form another modifying phrase. 

16. What do the essential subject, and the words and phrases 
which modify it, form ? 

A. They form the complete subject. 

17. What do the essential predicate, and the words and phrases 
which modify it, form? 

A. They form the complete predicate, 

18. Will you give the analysis of the sentence, *' The trees of the 
forest grow during the Summer " f 

A. " The trees of the forest grow during the Summer " is a sen- 
tence, because it is an expression which makes complete sense. 

Its complete subject is, ^' The trees of the forest ;^^ and its com- 
plete predicate, ^^ grow during the Summer.^^ 

The essential subject is '' ^re^.s / " and the essential predicate, 
" grow.'' ^^ The " is a modifying word ; " of the forest,' and '' during 
the Summer,'' are modifying phrases. 



ETYMOLOGY, SYNTAX, AND PROSODY. 91 

The begins with a capital letter, agreeably to Eule I., etc. 
Summer begins with a capital letter, agreeably to Eule XIII. 
The sentence is followed by a period, agreeably to Eule I., 
" Every sentence,^' etc. 



LESSON XI. 

EXERCISE ON THE ESSENTIAL AND COMPLETE SU3JECT AND 

PREDICATE. 

1. When I say, " The sun shines brightly, ^^ is the expression a 
' sentence ? 

2. Why? 

3. What is the complete subject ? 

4. What is the complete predicate f 

5. What is the essential subject? 

6. What is the essential predicate? 

7. Which are the modifying words ? 

8. What word is modified by '' the '' ? 
A. The essential subject, sun, 

9. What word is modified by " brightly '' f 
A. The essential predicate, " shines,''^ 

10. When the essential subject is not modified, what is the com- 
plete subject? 

A. It is the same as the essential subject. 

11. When the essential predicate is not modified, w^hat is the 
complete predicate ? 

A. It is the same as the essential predicate. 

12. Illustrate this. 

A. When I say, ^'Boys play,^^ the complete, as well as the essen- 
tial subject is boys ; and the complete as well as the essential predi- 
cate is play ; but when I say, ^ Bad boys play in school,^^ the com- 
plete subject is " bad boys ; '^ and the complete predicate, ^' play in 
schooU^ 

13. In the sentence, " James, the boy from the city, is study- 
ing,'' what is the subject, and what the predicate? 

A. The complete subject is, " James, the boy from the city,^^ and 
the essential subject, '^ James.''] The complete, as well as the essen- 
tial predicate is, ^' is studying^' 

14. Does the modifying phrase, " The boy from the city,^^ form 
a part of the subject, or the predicate? 

A. It is a part of the subject, and modifies the essential subject, 
^^Tames.^^ 

15. Why is James modified by this phrase ? 

A. Because the phrase explains which James is meant. 

16. Will you analyze the sentence ? 



92 ELEMENTS OF ENGLISH GRAMMAR. 

A. The expression, " James, the hoy from the city, is studying, ^^ 
makes complete sense, and is, therefore, a sentence. 

Its complete subject is, " James, the boy from the city,''^ and its 
essential subject, ^' James J^ 

The predicate, both complete and essential, is, " is studying. '" 

James begins with a capital, agreeably to both Eules I. and V. 

The sentence is followed by a period, agreeably to Eule I. 

17. Will you analyze each of the following sentences ? 
1st. Wisdom is better than rubies. 

2d. The fear of the Lord is the beginning of wisdom. 
8d The boys of this class are trying to learn. 
Uh. The girls of the school love to be neat and clean. 
bth. Every opportunity for gaining knowledge should be im- 
proved. 

Qth. Can you remember the lessons already studied? 
1th. How long have you been in the school? 

18. What is Eule I. for using the interrogation point ? 

A. Every sentence which asks a question should be followed 
by an interrogation point ; as. Who are you ? Where are you 
going ? When will you return ? 

19. What is Eule II. ? 

A. Every expression, phrase, or word, which asks a question, 
should be followed by an interrogation point : as, Where now ? 
What? Why? 

20. What is Eule I. for using the exclamiation point? 

A. Every sentence w^hich expresses surprise, contempt, or 
strong emotion, should be followed by an exclamation point ; as, 
How warm it is to-dav ! How strange that it should happen ! 

21. What is Eule II. ? 

A. Every expression, phrase, or word, which gives utterance to 
strong emotion, should be followed by an exclamation point ; as, 
How strange ! Hush ! Alas ! Ah me ! Oh, dear ! 

22. Analyze also the following sentences : 
1st. How pleasant it is to visit our friends ! 
M. Have the boys studied faithfully ? 

Zd. What vanity is stamped on eveiything here \ 
4th. Henry, the doctor's son, has won the premium. 
[)th. This example closes the eleventh lesson. 



ETYMOLOGY, SYNTAX, AND PROSODY. 93 



LESSON XII. 

CLASSIFICATION OF WOEDS. PARTS OF SPEECH. 

1. Of what does every sentence consist? 
A. Of words. 

2. Do all words have the same meaning ? 
A. They do not. 

3. What difference have you noticed in this respect ? 

A. Some words are the names of persons or things ; some de- 
scribe the qualities, or state the actions of persons or things; 
some connect other words together, etc. 

4. Do all the words of a sentence have the same importance 
and use? 

A. They do not. 

5. What difference have you noticed in this respect ? 

A. Some are essential, and others are modifying words ; some 
words belong to the subject, and others to the predicate, etc. 

6. On account of these differences, how are words divided in 
grammar ? 

A. Into several classes, called " The Parts of Speech," 

7. How many ''parts of speech " have we in our language? 
A. We have eight classes, or Parts of Speech, 

8. What are the names of these classes ? 

A. 1st, Nouns; 2d, Adjectives; M, Pronouns; 4tA, Verbs; 
bth, Adverbs; Qth, Prepositions; 1th, Conjunctions; Wi, In- 
terjections. 

9. What words are nouns ? 

A. All names of persons, places, and things ; and all words 
that represent anything of which Ave can speak or think. 

10. Will you give some examples of nouns ? 

A. John, man, woman, house, Susan, Mary, Neio Yorh, etc., are 
nouns. 

11. AVhat words are adjectives? 

A. All words which answer either of the three questions : How 
many ? Which one ? or. What kind of ? 

12. Will you give some examples of adjectives ? 

A. This, that, some, one, two, good, great, etc., are adjectives. 

13. What words are pronouns ? 

A. Words which stand for nouns to prevent their repetition. 

14. Will you give some examples of pronouns ? 

A. /, thou, he, she, it, who, which, etc., are pronouns. 

15. What words are verbs ? 

A. All words which tell what the nouns do, or which make an 
assertion, ask a question, or utter an exclamation. 



94 ELEMENTS OF ENGLISH GRAMMAR. 

IG. Will you give some examples of verbs ? 

A. Grow^ loaUcy study ^ write, is, do, etc., are verbs. 

17. What words are adverbs ? 

A. All words which answer either of the questions: How? 
Why ? When ? Where ? How long ? etc., are adverbs. 

18. Will you give some examples of adverbs? 

A. Nobly, then, noio, while, when, etc., are adverbs. 

19. What words are prepositions ? 

A. Every word which introduces an adjunct phrase, is a prep- 
osition. 

20. What is an adjunct phrase f 

A. A phrase which supplies the place of an adjective or an 
adverb, and whose'principal word is a noun or a pronoun. 

21. Will you give examples oi adjunct phrases f 

A. In the house, before the gate, under the box, at the door, 
etc., s.ve adjunct phrases. 

22. Which words in these phrases are prepositions f 
A. In, before, under, and at, are prepositions. 

23. What words are conjunctions ? 

A. All words whose only office is to connect other words and 
sentences together. 

24. Will you give some examples of conjunctions? 

A. And, if, though, than, therefore, etc., are conjunctions. 

25. What vfords are interjections? 

A. All words whose object is to express emotion or surprise. 

26. Will you give some examples of interjections? 
A. Ah, alas, hiirrah, pshaw, 0, etc., are interjections. 



LESSOX XIII. 

EXERCISE ON THE PARTS OF SPEECH. 

1. When I say, " Trees grow,^^ what part of speech is trees? 
A. " Trees ^' is a noun. 

2. Why is " trees'' a noun? 

A. Because it is the name of a class of plants. 

3. What part of speech is ^' grow " ? 
A. ^^Grow^^ is a verb. 

4. Why is '^grow" a verb? 

A. Because it tells what the trees do. 

5. When I say, " The horse is lame and blind,'^ what part of 
speech is each of the several words? 

A. '^The" tells which horse, and is, therefore, an adjective, 
" Horse "is the name of an animal, and, therefore, a noun. 
" Is " makes an asisertion, and is, therefore, a verb. 
*' Lame " tells what kind of a horse, and is, therefore, an adjective. 



ETYMOLOGY, SYNTAX, AKD PROSODY. 95 

" And " connects lame and blind, and is, therefore, a conjunction. 
^* Blind " tells what kind of a horse, and is, therefore, an adjective. 

6. Will you name the parts of speech in the folloAving sentence ? 
' " How many, alas ! of the bright and fondly cherished hopes of 
youth, find their realization in an early grave ! ^^ 

A. ^" How " answers the question hoiv, and is, therefore, an 
adverb. 

*' Many '^ answers the question how many, and is an adjective. 

" Alas ! '^ expresses sorrow, and is, therefore, an interjection. 

"Of" introduces an adjunct phrase, and is 2i preposition. 

" The '^ tells which hopes, and is, therefore, an adjective. 

" Bright '^ tells what kind of hopes, and is an adjective. 

" And " connects bright and cherished, and is a conjunction. » 

" Fondly " shows how cherished, and is an adverb. 

" Cherished'' tells luhat kind 0/ hopes, and is an adjective. 

^' Hopes " is the name of a class of sentiments, and is a noun. 

"Of" introduces an adjunct phrase, and is a preposition. 

" Youth " is the name of a period of life, and is a nou?i. 

" Find " tells what the hopes do, and is a verb. 

" Their " is a word standing for the noun hopes, and is, therefore, 
a pronoun. 

" Eealization " is a name, and, therefore, a noun. 

"In" introduces an adjunct phrase, and is 2(. preposition. 

" An " tells luhich grave, and is an adjective. 

" Early" tells what kind of a, grave, and is an adjective. 

" Grave " is the name of a vault for the dead, and is a noun. 

7. How many parts of speech have we found in this sentence? 

8. How many, and which words are nouns ? 

9. How many, and which are adjectives ? 

10. How many, and what pronoun ? 

11. How many, and what verb ? 

12. How many, and what adverbs ? 

13. How many, and what prepositions ? 

14. How many, and what conjunctions ? 

15. How many, and what interjection? 

16. Will you, in like manner, name the part of speech of each 
word in the following sentences ? 

1^^. The young cat is chasing a string. 

^d. The old cat lies in the corner. 

Sd. The white cow jumped out of the pasture into the meadow. 

4:th. The man walked through the house, into the garden. 

5th. Corn, potatoes, beans, and peas, grow in the garden. 

6th. Wheat, rye, and oats, grow in the field. 

7th. Horses draw the plough and carriage. 

Sth. Boys and girls are usually fond of play. 

9th. Life is short, and every moment should be improved. 



96 ELEMENTS OF ENGLISH GRAMMAR. 



LESSON XIV. 

OF aSAMMATICAL SYMBOLS. SYMBOLS OF THE PARTS OF 

SPEECH. 

1. What is a symbol? 

A. A symbol is a figure, mark, or sign, employed to suggest or 
imlicate some object or person. 

2. What is a Grammatical Symbol ? 

A. A mark, figure, or letter, employed to designate the different 
parts of speech, or to indicate their relations. 

3. How many classes of grammatical symbols are there ? 
A. Three classes. 

4. W^hat is the filrst class ? 

A. Symbols of the Parts of Speech, 

5. What is the second class ? 
A. Symbols of Relation, 

6. What is the third class ? 
A. Symbols of Analysis, 

7. What was said to be the first class of symbols? 
A. Symbols of th^ parts of speech, 

8. What is the symbol of a noun f 

A. An equilateral triangle with its vertex upward ; thus, ^ 

9. What is the symbol of an adjective f 

A. The same as of a noun, without the base ; thus, /\ 

10. What is the symbol of sl pronoun f 

A. The same as of a noun, divided by a vertical line into two 
equal parts ; thus, ^ 

11. What is the symbol of a verb f 
A. A small square ; thus, Q 

12. What is the symbol of an adverb f 

A. The same as of a verb, without the base; thus, ["] 

13. What is the symbol of 2^ preposition f 

A. A semicircle whose arc is above the horizontal diameter ; 
thus, Q • 

14. What is the symbol of a conjunction f 

A. A semicircle whose arc is below the horizontal diameter ; 
thus, O 

15. What is the symbol of an interjection f 
A. A small circle ; thu^ Q 

16. In designating the parts of speech, where should each sym- 
bol be placed ? 

A. Directly under the word of which it is the symbol. 



ETYMOLOGY; SYNTAX, AND PROSODY. 97 

17. Will you apply these symbols so as to indicate tlie prat of 
speech of each word in the following sentences ? viz. : 

1st, The boys are playing in the street. 

2d, How sweetly the birds sing in the grove ! 

Sd. The trees of the forest are covered with foliage. 

4:th, The mountain is steep and rugged. 

5th, The horses are prancing in the meadow. 

MODEL. 

" The boys are playing in the street." 

A A D QA A 

18. Will you symbolize, and also analyze the following sen- 
tences ? 

1st. The leaves, the grass, and the flowers, should severally re- 
niiiid us of the goodness of God, and of our obligations to obey 
Him in all things. 

2d, Life's best lessons are learned from experience. 

Sd, How many persons fail to be happy ! 

4th. Time once past, never returns. 

dth. No pei*son is always free from pain and care. 

6th. I can learn my lessons in Grammar. 

7th. Lessons from nature may be learned every day. 

Sth. The man from New York visited the Home. 

9th. Boys should love to work, as well as play. 



LESSON XY. 
OF NOTJl^S. PROPEE AHD COMMON HOTJKS, 

1. What words are nouns? 

A. All names of persons, places, or things ; and all words that 
rej)resent any thing of which we can speak or think. 
^ 2. W^ill you mention two nouns, the names of persons ? 

8. Will you mention two nouns, which are the names of places? 

4. Will you mention two nouns, the names of animals ? 

5. Will you mention two nouns, the names of objects ? 

6. \Vhat difference do you notice among these nouns ? 

A. That some nouns are the names of a single person, place, or 
thing, and some are names of whole classes of persons or things. 

7. Illustrate this. 

A. When I say, " George is a good hoij^^ George *is the name of 
one, and only one person; but the term b^y belongs to every 
male child in the school, the town, and the State. 
9 G 



98 ELEMENTS OF ENGLISH GRAMMAR. 

8. What do we call those nouns which are the name of only 
one person or thing ? 

A. We call them proper nouns. 

9. What do we call those nouns which are the name of a class 
of objects. 

A. Nouns which represent a class of persons or things, are 
called common nouns. 

10. What kind of noun is George ? Why ? Susan ? Mary ? 

11. What kind of noun is boy ? girl? woman? house? 

12. How then are nouns divided? 

A. Nouns, according to the objects which they represent, are 
divided into two great classes. 

13. What are these classes called ? 

A. Proper nouns, and common nouns. 

14. What nouns are proper ? 

A. All nouns which are the particular name of only one person, 
place, or thing. 

15. How many classes of words are comprised under proper 
nouns ? 

A. Three classes. 

16. What are they? 

A. \st. All names of persons ; as, John, Susan, Heniy, etc. 
2d. All names of countries, islands, towns, rivers, etc. 
Sd The names of the days of the week, and of the months of 
the year. 

17. What nouns are common? 

A. All nouns which denote a class of persons, places, or things, 
to any one of which it may be applied ; as, boy, town, river, etc. 

18. Why are man, woman, town, river, etc., common nouns ? 
A. Because tliere are many men, women, etc., to any one of 

which the name may be applied. 

19. Symbolize the words of the following sentences, and then 
analyze them. 

1st. John, Charles, and their sisters, are in town. 
2d. The city of New York is the metropolis of America. 
3o?. The Grand Divisions of the Earth are Europe, Asia, Africa, 
North America, South America, and Oceanica. 

4ifh. The United States are bounded North by British America. 
^th. Who first sailed around the world ? 

20. Which nouns in each sentence are proper, and which com- 
mon? 

21. What pause follows John ? 
A. A comma. 

22. By what rule ? 

A. Rule I. Three or more words having the same construction 
should be separated from each other by commas. 

23. What other commas are made by the same Rule ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 99 

A. The comma after Charles in the first sentence, and after the 
several words, Europe, Asia, Africa, etc., in the third. 

24. Analyze, symJDolize, and mark with pauses, the folloAving 
sentence : 

Truth light peace and joy shall fill the earth from north to 
south ti'om east to west. 



LESSON XYI. 

EXEKCISE ON PROPER AND COMMON NOUNS. 

1. Will you fill the blanks of the following sentences with ap- 
propriate nouns ? 

1st and his went to the to purchase . 

2d. The was moving slowly, when the occurred. 

Sd. My is very poor, and my shows it. 

4:th. bought a at the and carried it to his . 

[>th. The of the are rapidly passing. 



MODEL. 

" 1st. and his went to the — — to purchase ." 

Henry and his father went to the city to purchase goods. 

2. Will you analyze each of these sentences ? 

3. Will you symbolize the words ? 

4. State which nouns are proper, and which common ? 

5. Will you write two sentences, each containing a proper 
noun ? 

6. Will you write two sentences, each containing a common 
noun? 

7. Write two sentences, each containing two proper, and two 
common nouns. 

8. Analyze and symbolize the sentences you have written. 

9. Fame, wealth, and honors, are vain in the hours of calamity 
and sorrow. Why does fame commence with a capital letter ? 

10. What pause after sorrow ? Why ? 

11. What pause after fame ? Whj^? 

12. What pause after wealth? Why? 

13. Analyze and symbolize the following sentences : 
1st Truthj duty, should be our watchword. 

2d. Charles and Joseph are brothers. 

Sd. Life, health, all our blessings come from God. 

14. By what Eule is a comma placed after truth ? 

A. Two words the same part of speech, if not connected by a 
conjunction, should be separated by a comma. 



100 ELEMENTS OF ENGLISH GRAMMAR. 

15. Sliould a comma be placed after Charles in the second sen- 
tence ? 

A. There should not. 

16. Why not? 

A. Because Charles and Joseph are connected by and. 



LESSOR XVII. 

PROPERTIES OF NOUNS. GENDER. 

1. What words are nouns? 

2. Into how many classes are nouns divided? 

3. What nouns are proper ? 

4. What nouns are common ? 

5. Name two proper nouns. 

6. Name two common nouns ? 

7. How many properties have nouns ? 

A. Nouns have four properties : viz., Gender, Person, Number, 
and Case. 

8. What is the meaning of the word Gender ? - 
A. Gender means sex. 

9. What do we mean by the Gender of nouns ? 

A. Whether they are the names of males or females. 

10. How many genders have nouns ? 

A. Nouns have two genders ; viz., The masculine gender, and 
the feminine gender. 

11. What nouns are of the masculine gender? 
A. All nouns which are the nam.es of males. 

12. Give examples of the masculine .gender. 

A. Father, son, boy, George, etc., are of the masculine gender. 

13. What nouns are of the feminine gender? 
A. All nouns which are the names of females. 

14. Give examples of the feminine nouns. 
A. Mother, daughter, girls, Jane, etc. 

15. Of what gender, then, are all names of males? 
IG. Of what gender are all names of females ? 

17. Of what gender are such nouns as bii^d, robin, squirrel, etc. ? 
A. Of the masculine or feminine gender. 

18. Why? 

A. Because the word " bird ^' may represent either a male or a 
female of its kind ; so also, robins, squirrels, etc. 

19. Of what gender are such nouns as birds, robins, squirrels, etc. ? 
A. Of the masculine and feminine gender. 

20. Why? 

A. Because the word ^^ birds ^^ includes both males and femalea 
of its kind ; so also, robins, squirrels, etc. 



'etymology, syntax, and prosody. 101 

21. Of what gender are such nouns, as house, stone, etc.? 
A, They have no gender. 

22. Vv^hat nouns have no gender ? 

A. All names of ohjects which are neither male nor female ; 
that is. All nouns w^hich are not the names of animals have no 
gender. 

23. Which are the nouns in the following sentences ? 
Isf, Joseph and his brother attend school. 

2d The hor^e and cow are in the barn. 

Sd, Susan is playing with her kitten and doll. 

4th. Charles harnessed his dog to a wagon. 

5th, Henry saw a squirrel run up a tree. 

6ths The horses, cows, and pigs, are in the field. 

24. Which of these nouns are proper, and which, common ? 

25. What is the gender of each ? 

26. Will you analyze the sentences, and symbolize their words ? 



LESSON XYIII. 

PROPERTIES OF KOTJNS. PEESOK. 

1. What do we mean hj person f 

A. That property by w^hich we distinguish the noun, as the 
name of the person who is speaking, spoken to, or spoken o£ 

2. How many persons have nouns? 

A. Nouns have three persons, called, respectively, the first, the 
second, and the third persons. 

3. When is a noun of the first person? 

A. When it is the name of the person w^ho is speaking, 

4. When is a noun of the second person ? 

A. When it is the name of a person, animal, or thing spoken to. 

5. When is a noun of the third person ? 

A. When it is the name of a person, animal, or thing spoken of. 

6. Give an illustration of the first person. 

A, I, Andrew G. Curtin, the Governor of Pennsylvania, do issue 
this, my Proclamation. Here, Andrew G. Curtin is of the first 
person. 

7. Give an illustration of the second person. 

A. The teacher said, '^ Henry, study your lesson.'* 
Here, Henry is of the second person. 

8. Give an illustration of the third person. 

A. Susan w^as playing with the cat, w^hen her father called her. 
Here, Susan, cat, smd father are of the third person. 

9. Will you mark the words of the following sentences with the 
appropriate symbols ? 

9 * 



102 ELEMENTS OF ENGLISH GRAMMAR. 

Isf. William and his motlier were in town yesterday. 

2d. 1, the mother of James and Charles Wilson, do testify. 

Sd. Mary, remember the lessons I have taught you. 

4th. Jane said, Brother Henry, will you go with me to the city ? 

dfh. Do not forget, my son, to call at the office. 

10. Which of the nouns are proper, and which common? 

11. What is the gender of each ? Why ? 

12. What is the person of each ? Why ? 

13. Will you analyze the sentences ? 

14. Will you write a sentence containing a noun of the first 
person ? 

15. Will you write a sentence containing a noun of the second 
person ? 

16. Will you write a sentence containing a noun of the third 
person ? 

17. Will you analyze and symbolize the sentences you have 
written ? 

18. What is the. use of the commas in the 3d, 4th, and 5th ex- 
amples above? 

A. To separate the name, or title, by which a person is directly 
addressed, from the rest of the sentence. 



LESSON XIX. 

PROPERTIES OF NOUNS. NUMBER. 

1. What do we mean by number as applied to nouns? 

A. That form of the noun, which shows whether oiife person or 
thing is meant, or more than one ? 

2. How many numbers have nouns ? 

A. Nouns have two numbers, the Singular and the Plural. 

3. What nouns are of the singular number ? 

A. All nouns whose form indicates but one person or thing. 

4. Give examples of singular nouns. 

A. Harriet, man, horse, chair, are singular nouns. 

5. What nouns are of the plural number ? 

A. All nouns whose form indicates more than one person or 
thing. 

6. Give examples of plural nouns. 

A. Girls, men, horses, chairs, are plural nouns. 

7. When we have a singular noun, how can we form its plural 
number ? 

A. We can generally form the plural by annexing s, or es, to 
the singular. 

8. What is the plural of bog f 
A, Bogs. 



ETYMOLOGY, SYNTAX, AND PROSODY. 103 

9. How is it formed ? 

A. By annexing s to the singular. 

10. What is the plural of box f 
A. Boxes, 

11. How is it formed? 

A. By annexing es to the singular. 

12. Will you form the plural of the following noun"^? 

Tabhj benchj booh, tree, dock, house, door, dish, spoon, pktte, 
hnife, stone, desk. 

13. W^hen we have a plural noun, how can we obtain the sin- 
gular form ? 

A. We can generally obtain the singular form, by dropping s, 
or es, from the plural. 

14. What is the singular of boys ? 
A. Boy. 

15. How is it obtained ? 

A. By dropping s, the ending of the plural. 

16. What is the singular of churches f 

A. Church, ^ 

17. How is it formed ? 

A. By dropping es, the plural ending. 

18. What is the singula/ of the following nouns? 

Foxes, glasses, duties, cats, dogs, spoons, horses, apples, cherries, 
pencils. 

19. What is the plural of man ? 
A. Men.^ 

20. What is the plural of mouse f 
A. Mice. 

21. What is the plural oi goose f 
A. Geese. 

22. What may we infer from these examples ? 

A. That some nouns do not form their plurals by annexing 5, 
or es, to the singular. 

23. How are such plurals said to be formed ? 
A. They are said to be formed irregularly. 



LESSON XX. 

EXERCISE ON GENDER, PERSON, AND NUMBER. 

1. Will you fill the blanks of the following sentences with ap- 
propriate nouns ? 

Is^. My and have gone to to pick , 

2d. 1, the Queen of do accept your . 

8cZ. go to your and study your . 

4ith. the of the was a . 



104 ELEMENTS OF ENGLISH GRAMMAR. 



bth. The and are in the eatino; . 



__^ %th. If the expects the of his he must act justly. 

^x MODEL. 

** ^y and have gone to the to pick ." 

My teachers and schoolmates have gone to the inountains to 
pick berries, 

2. Will you analyze the sentences, and give the Eules for the 
use of the capital letters ? 

3. Will you symbolize the words, and tell why they are nouns, 
adjectives, verbs, etc. ? 

4. State which of the nouns are proper, and which common ; 
also, the gender, person, and number of each. 

5. Write a sentence containing three nouns of the masculine 
gender. 

6. Write a sentence containing three nouns of the feminine 
gender. 

7. Write a sentence containing three nouns having no gender. 

8. Write a sentence containing one noun of the masculine gen- 
der, one of the feminine, and one of no gender. 

9. Write a sentence containing a noun of the first person. 

10. Write a sentence containing a noun of the second person. 

11. Write a sentence containing a noun of the third person. 

12. Write a sentence containing a noun of the singular number. 

13. Write a sentence containing a noun of the plural number. 

14. Write four sentences containing, respectively, the following 
nouns : 

1^^. Girl, door, meadow, grass, flowers. 

2d. Sheep, pasture, hill-side, dog, brook. 

*6d. Morning, orange, breakfast, sister. 

4:th. Hen, ducks, river, valley, trees, flowers, rocks, bushes, birds. 



LESSON XXI. 

PROPERTIES OF NOUNS. CASE. 

1. What is meant by the case of nouns ? 

A. By Case is meant the relation which nouns have to the other 
words of a sentence. 

2. In how many relations may nouns stand to other words ? 

A. In four relations ; hence, they have four cases, called, re- 
spectively, the Nominative^ the Possessive^ the Objectivey and the 
Independent. 

3. When is a noun in the nominative case? 



ETYMOLOGY, SYNTAX, AND PROSODY. 105 

A. Whenever a noun is the subject of a verb, or a sentence, it is 
in the fiornmative case. 

4. Give examples of the nominative case. 

A. When I say, " Trees grow/' trees is the subject, and is, there- 
fore, in the 7iom?*??(3^iv6 case. So in the sentences, ^* Birds fly," 
*' Henry studies," " Jane is writing," — " Birds/' " Henry/' and 
" Jane/' are in the nominative case. 

5. When is a noun in the possessive case ? 

A. When it limits another noun, denoting its possession, origin, 
or relation. 

6. How may the possessive case be generally known ? 
A. By its ending with an apostrophe and the letter s. 

7. Give examples of the possessive case. 

A. When I say, John's hat, John's limits hat, denoting whose 
hat, and is, therefore, in the possessive case. So in the expres- 
sions, '^ Henry's coat," '' Mary's book," — ^' Henry's " and " Mary's " 
are in the possessive case. 

8. When is a noun in the objective case? 

A. When a noun follows and depends on a transitive verb or a 
preposition, it is in the objective case. 

9. Give examples of nouns in the objective case, 

A. When I say, " The dog is chasing the cat," cat follows and 
depends on the verb "is chasing/' and is, therefore, in the objec- 
tive case. So in the sentences, ''Charles struck Henry," "Mary 
recited her lesson," "Henry" and "lesson" are in the objective 
case. 

10. Give examples of the objective case after a preposition. 

A. When I say, " Father is not in the house ; he went to the 
barn," " house " and " barn " depend, respectively, on the prepo- 
sitions " in " and " to/' and are, therefore, in the objective case." 

11. When is a noun in the independent case ? 

A. Y/henever a noun forms no part of either the subject, or the 
predicate, of a sentence, it is in the independent case. 

12. Give examples of the independent case. 

A. When I say, " John, sit up," John forms no part of either 
the subject, or the predicate of the sentence, and is, therefore, in 
the independent case. So in the sentences, " Jane being weary, wo 
will go and leave her," " The Bible, it is the best of books," — 
Jane and Bible are in the independent case. 



106 ELEMENTS OF ENGLISH GRAMMAR. 



LESSON XXII. 

PARSING OF NOUNS. NOMINATIVE CASE. 

1. What is meant by Parsing? 

A. To parse a word is to name its part of speech^ and its several 
properties and relations. 

2. What should be told in parsing a noun ? 

A. First, that it is a noun, and whether proper or common ; 
second, its gender, if it have any ; third, its person ; fourth, its 
number ; fifth, its case ; and sixth, its Rule of Syntax. 

3. What Rule of Syntax should be given when we parse a noun 
which is the subject of a verb, or a sentence? 

A. Rule I. The subject of a verb, or a sentence^ must be in the 
nominative case. 

4. Will you parse the word " birds '' in the sentence, " Birds 

fly"? 

A. " Birds " is a common noun, of the masculine and feminine 
gender, third person, and plural number ; it is here the subject 
of the verb fly, and is, therefore, in the nominative case ; agree- 
ably to Rule I. 

The subject of a verb, or a sentence, must be in the nominative 
case. 

5. Why is " birds '^ a noun ? 

6. Why is " birds " a common noun ? 

7. Why of the masculine and feminine gender? 

8. Why of the third person ? 

9. Why of the plural number? 

10. What is the singular of " birds " ? 

11. How is the plural formed? 

12. Why is birds the subject of fly? 

13. Will you analyze the following sentences? 
1st. Foxes dig holes in the earth. 

Id. The birds of the air have nests. 
3(/. A wise man shuns danger. 
^th. The stage was filled with passengers. 
bth. Did you see the moon last night ? 

14. Will you designate the words by their symbols ? 

15. Which nouns are subjects? 

16. Name the gender, person, number, and case of each. 

17. Parse the subject of each sentence. 



ETYMOLOGY, SYNTAX, AND PROSODY. 107 



LESSON XXIII. 

PARSING OF NOUNS. POSSESSIVE CASE. 

1. When is a noun in the Possessive case? 

A. When it limits another noun, denoting its possession^ origin^ 
or relatwn. 

2. How is the possessive case of singular nouns formed ? 

A. The possessive singular is generally formed by annexing an 
apostrophe and the letter «, to the nominative singular, 
o. AVhat is the possessive singular of " boy " ? 
A. Boy's.^ 

4. What is the possessive singular of " girl '' f 
A. GirVs. 

5. What is the possessive singular of " brother '' ? 
A. Brother^ s. 

6. Will you write on the board the nominative and possessive 
singular of the following nouns? viz., Man, book, father, mother, 
sister, son, daughter, Mary, John. 

MODEL. 

Nominative^ Man. 
4 Possessive, Man's. 

7. How is the possessive case of the plural number formed ? 

A. If the nominative plural ends in 5, the possessive plural is 
formed by annexing the apostrophe only to that case ; but if the 
nominative plural does not end in s, the possessive plural annexes 
the apostrophe and s. 

8. What is the nominative plural of father? 
A. Fathers. 

9. What is the possessive plural ? 

A. The nominative plural ends in s, therefore, we annex the 
apostrophe only, making the possessive plural, ^^fathers\^^ 

10. Will you write on the board the nominative and possessive 
cases, of both the singular and plural numbers of the following 
nouns ? viz., Gentleman, lady, husband, wife, landlord, woman, 
bride, merchant. 

MODEL. 

Nom. Gentleman. Noriu Gentlemen. 

Pos. Gentleman's. Pos, Gentlemen's. 

11. What Rule should be given when we parse a noun in the 
possessive case? > 



108 ELEMENTS OF ENGLISH GRAMMAR. 

A. Eule III. A noun vv^hich limits another noun, denoting its 
origin, possession, or relation, must be in the possessive case, 

12. Will you parse John's in the sentence, "John's book is 
lost"? 

A. John^s is proper noun, of the masculine gender, third person, 
and singular number; it here limits the noun book, denoting 
whose book, and is, therefore, in the possessive case; agreeably to 
Eule III., "A noun which limits another noun, denoting its 
origin, possession, or relation, must be in the possessive case.'^ 

13. Will you parse hook f 

A. Book is a common noun, of the third person, and singular 
number ; it is here the subject of the verb is lost, and is, therefore, 
in the nominative case; agreeably to Rule I., "The subject of a 
verb," etc. 

14. Will you analyze and symbolize each of the following sen- 
tences ? 

1st. Amanda's cap is torn. 
2d, Ellen's pencil is lost. 
Zd, Mary's dress is ragged, 
4ih. Maggie's pencil scratches. 
bth. Minnie's head is too low. 
^th. Korman's hair is long. 
1th. Charles's boots are rough. 
^th. Mary's eyes are not black. 
^th. Mattie's eyes are black. 

15. Will you give fhe Eules for capital letters, and for the 
pauses in each sentence? 

16. Will you parse all the nouns ? 

17. Will you fill the blanks of the following sentences with 
nouns ? 

1st. Henry's stole book. 

2d. mother went to see Jennie's . 

Zd. Can visit ? 

^ith. Have seen m}^ ? 



LESSON XXIV. • 

PARSIl^G OF NOTJNS. OBJECTIVE CASE. 

1. When is a noun in the objective case? 

A. Whenever it follows, and depends on a transitive verb or s 
prcpositiori. 

2. What is a trmisitive verb ? 

A. When a verb makes complete seflse of itself, it is inlrp-usi- 



ETYMOLOGY, SYNTAX, AND PROSODY. 109 

tive ; but wlien it does not make complete sense without the ad- 
dition of a noun, it is intransitive. 

3. Will you illustrate this? 

A. When I say, " The boys are playing,'' the sense is complete ; 
^^ are playing ^^ is, therefore, an intransitive verb; but when I say, 
"The boys have learned,'' the sense is not complete; '''have 
learned " is, therefore, a transitive verb. 

4. Can you place a noun after have learned, which will make 
the sense complete ? 

A. '' The boys have learned their less.onsJ^ 

5. In what case is lessons ? 

A. Lessons is in the objective case. 

6. Why is lessons in the objective case? 

A. Because it follows and depends on the transitive verb, " have 
learned." 

7. What Rule should be given, when we parse a noun depend- 
ing on a transitive verb ? 

A. Eule IV. A noun which follows and depends on a transi- 
tive verb, or a preposition, must be in the objective case. 

8. Will you parse lessons in the sentence, " The boys have 
learned their lessons'^ f 

A. Lessons is a common noun, of the third person, and plural 
number ; it here follows and depends on the transitive verb, " have 
learnedj^ and is, therefore, in the objective case ; agreeably to 
Eule IV., " A noun which follows and depends on a transitive verb, 
or a preposition, must be," etc. 

9. Will you parse i^icA?;iort(i in the sentence, " (xen. (rra?!^ cap- 
tured Richmond P 

A. Richmond is a proper noun, of the third person, a^nd singu- 
lar number ; it here follows and depends on the transitive verb 
captured, and is, therefore, in the objective case; agreeably to 
Eule IV., " A noun which follows," etc. 

10. Will you parse house in the sentence, " My father is in the 
hoiise.^^_ 

A. House is a common noun, of the third person, and singular 
nuinber ; it here follows and depends on the preposition " in/^ and 
is, therefore, in the objective case; agreeably to Eule IV., *^ A 
noun," etc. 

11. Will you analyze and symbolize each of the following sen- 
tences ? 

1^^. Jane's mother has gone to visit her friends in the country. 
2d. My brother is studying geometry. 
Sd, Christopher Columbus discovered America. 
4th. Mary's dog tore Fannie's frock. 
dth. The academy is surrounded by trees. 
6th. Is not the house of my father under the hill ? 
10- 



110 ELEMENTS OF ENGLISH GRAMMAR. 

12. Y/ill you parse all the nouns in the fir^t sentence. 
18. Why is Jane's a proper noun? 

14. Why is mother a common noun ? 

15. Why are these nouns of the feminine gender ? 

16. Will you write two sentences, each containing a transitive verb? 

17. Will you write two sentences, each containing an intransi- 
tive verb ? 

18. Write two sentences, each containing an objective after a 
preposition. 

19. Will you fill the blanks in the following sentences with ap- 
propriate nouns ? 

1st. — — wrote a to her . 

2d. sent him to ■. 

3c?. My is at the ■ 



4:th. I must go to and hear the . 

dth. The ran to and was lost. 

20. Will you analyze these sentences ? 

21. W^ill you symbolize the words, and parse the nouns? 



LESSON XXY. 
EXERCISES ON THE CASES OF NOUNS. 

1. When I say, " Mary put on the desh^^ is the sense complete? 
A. It is not. 

2. Will you put in one or more words, which will make it com- 
plete? 

A. " Mary put her hooh on the desk." 

3. What kind of verb is put ? 
A. Put is a transitive verb. 

4. Why is put a transitive verb. 

A. Because it does not make complete sense without the addi- 
tion of a noun. 

5. What noun did you add to complete the sense ? 
A. The noun book. 

6. In what case is book? 

A. Book is in the objective case. 

7. Will you parse book? 

A. Book is a common noun, of the third person, and singular 
number ; it here follows and depends on the transitive verb put, 
and is, therefore, in the objective case ; agreeably to Rule IV., *' A 
noun which follows and depends on a transitive verb, or a prepo- 
sition, must be in the objective case." 

8. What relation is the noun so used said to sustain to the verb ? 
A. It is said to be the object of the verb. 

9. What is the object of put ? 



ETYMOLOGY, SYNTAX, AND PROSODY. Ill 

A. The noun booh. 

10. When I say, " William struck Henry^s dog,^ in what case is 
William ? 

A. William is in the nominative case. 

11. Why is William in the nominative case? 
A. Because it is the subject of the verb struck, 

12. In what case is Henry^s f 

A. Henry^s is in the possessive case. 

18. Why is Henryh in \h% possessive case? 

A. Because it limits the noun dog, denoting; whose dog. 

14. In what case is dog f 

A. Dog is in the objective case. 

15. Why is dog in the objective case? 

A. Because it follows and depends on the transitive verb strucJc, 

16. W^ill you parse William f 

17. Will you parse Henry'' s f 

18. Will you parse dog ? 

19. Will you analyze and symbolize the sentence? 

20. Will you indicate by the proper symbols the part of speech 
of each word in the following sentences ? 

1.5^. James went into the house. 

2d. William led the horse into the stable. 

M. How the wind is blowing from the north ! 

4.th. Susan milked the cows, and cooked the supper. 

bth. Did Charles ride the horse to the pond ? 

^th. Anna dislikes the study of grammar. 

7th. Sallie's geography has gone to the winds. 

^th. What a vexation Mary's arithmetic is to her. 

Wi. Maggie's hat and shawl are lying on the floor. 

lO^^A. How many lessons have you learned? 

21. Will you analyze each sentence and parse the nouns ? 

MODEL. 

"James went into the house." 

A D Q A A 

This is a sentence because it makes complete sense. 

The essential subject is James ; and as this is unmodified, James 
is also the complete subject. 

The essential predicate is went ; this is modified by the adjunct 
phrase, " into the house." The complete predicate is, therefore, 
^^ ivent into the house.''^ 

" James " commences with a capital letter, agreeably to Eule 
I., etc. 

The sentence is followed by a period, agreeably to Rule I., etc. 



112 ELEMENTS OF ENGLISH GRAMMAR. 

^^ James '' is a noun, because it is tlie name of a person. 

" Went " is a verb, because it tells what James did. 

" Into '' is a preposition, because it introduces an adjunct phrase. 

" The " is an adjective, because it tells which house. 

"House '' is the name of an object, and is, therefore, a noun. 

" James '' is -a proper noun, of the masculine gender, third per- 
son, and singular number ; it is here the subject of the verb went, 
and is, therefore, in the nominative case ; agreeably to Eule I., 
" The subject,'' etc. 

" House " is a common noun, of the third person, and singular 
number ; it here follows and depends on the preposition into, and 
is, therefore, in the objective case ; agreeably to Eule lY., " A noun 
which follows and depends on a transitive verb, or a preposition^ 
must be in the objective case.'' 



LESSOR XXYI. 
PASSING OF NOUNS. OBJECTIVE OF TIME, Etc. 

1. When I say, "' William came home last weet^'' what does the 
noun iveeh show ? 

A. The time when he came home. 

2. When I say, ^'Mary was absejit three days,^^ what does the 
noun days show ? 

A. Duration, or how long she was absent. 

3. When I say, ^^The ship sailed north,^ what does the noun 
north show ? 

A. Direction, or which way she sailed. 

4. In the sentence, ^^The bridge is three hundred yards long^^ 
what does the noun yards denote ? 

A. Extension, or how long the bridge is. 

5. In what case are the nouns, week, days, north, and yards, in 
these sentences? 

A. They are in the objective case. 

6. What Eule should be given in parsing them ? 

A. Eule VII. Nouns denoting time, duration, direction, ex- 
tension, number, weight, and valuation, though not depending on 
a transitive verb, or a preposition, must be in the objective case. 

7. Will you parse week in the sentence, William came home 
last week ? 

A. Week is a common noun, of the third person, and singular 
number; it here denotes time, and is, therefore, in the objective 
case ; agreeably to Eule VII., ^' ISouns 'denoting time, duration, 
direction, extension, number, weiglit, and valuation, though not 
depending on a transitive verb, or a preposition, must be in the 
objective case." 



ETYMOLOGY, SYNTAX, AND PROSODY. 113 

8. Will you parse home in the same sentence? 

A. Home is a common noun, of the third person, and singular 
number ; it here denotes direction, and is, therefore, in the ob- 
jective case; agreeably to Rule VII., "Nouns,'' etc. 

9. Will you analyze each of the following sentences, and desig- 
nate the parts of speech by their symbols ? 

1st. Jennie went away last week. 

2d. Father has been in the West three months. 

'M. The brook is twenty miles long. 

4:th. Charlesette will come home next month. 

bth. The ox weighed one thousand pounds. 

Q>th. The house is worth two thousand dollars. 

10. Will you parse all the nouns in these sentences ? 

11. Will you write sentences, containing, respectively, the fol- 
lowing words ? 

1st. House, home, boy, girls, window. 

2d. Mary, week, brother, table, book. 

3cZ. Father, miles, store, home, evening. 

4:th. Boys, pond, water, fish, bridge. 

bth. Hattie, chairs, letter, mother, shoes, money. 



LESSON XXYII. 

PAESING OF NOUNS. INDEPENDENT CASE. 

1. When is a noun in the independent case? 

A. Whenever it forms no part of either the subject, or the pred- 
icate of a sentence. 

2. In how many ways may a noun be in the independent case ? 
A. In four ways. 

3. Whatisthe/rs2^.^ 

A. By direct address ; that is, as being the name, or title of the 
person or thing directly addressed. 

4. Give an example of the independent case by direct address. 
A. When I say, '' John, you may read ' Goodrich's History of 

the United States,' " John is the name of the person spoken to, or 
directly addressed, and is, therefore, in the independent case. 

5. What Eule should be given in the parsing of John ? 

A. Rule X. The name of a person or thing directly addressed, 
must be in the independent case. 

6. Will you parse John ? 

A. John is a proper noun, of the masculine gender, second 
person, and singular number ; it is here the name of the person 
10* H 



114 ELEMENTS OF ENGLISH GRAMMAR. 

directly addressed, and is, therefore, in tlie independent case; 
agreeably to Rule XI., " The name of a person or thing directly 
addressed, must be in the independent case.^' 

7. What is the second way in which a noun may be in the inde- 
pendent case ? 

A. By exclamation. 

8. Give an example of the independent case by exclamation. 
A. ^'Gracious heavens! What do I see T^ In this expression, 

" Gracious heavens " is an exclamation, and the noun heavens is in 
the i7idepe7ident case. 

9. What Eule should be given in parsing ^^ heavens ^^ f 

A. Rule XII. A noun used as an exclamation, or a part of an' 
exclamation, must be in the independent case. 

10. Will you parse ^' heavens'''' f 

A. "Hearvens^'' is a common noun, of the third person, and plu- 
ral number ; it is here used as an exclamation^ and is, therefore, 
in the independent case; agreeably to Rule XII., ^'A noun used 
as an exclamation, or a part of an exclamation, must be in the 
independent case.'^ 

11. W^hat is the third way in v>^hich a noun may be in the in- 
dependent case? 

A. 'By pleonasm — or the use of more words than are required 
to express the thought. 

12. Give an example of the independent case by pleanasm. 

A. When I say, " The fathers, where are they ? '^ the expression 
is a pleonasm, and fathers is in the independent case. 

13. How might the same thought be expressed in fewer words? 
A. By asking, " Where are the fathers f " 

14. Why is the pleonasm used? 

A. To make the expression more emphatic and impressive. 

15. What Rule should be given in pa^rsing ''fathers ^' f 

A. Rule XIII. A noun used as a pleonasm must be in the 
independent case. 

16. Will you parse ""fathers " f 

A. ""Fathers ^' is a common noun, of the masculine gender, third 
person, and plural number ; it is here used as a pleonasm, and is, 
therefore, in the independent case ; agreeably to Rule XIII., " A 
noun used as a pleonasm must be in the independent case.'^ 

17. What is the fourth way in which a noun may be in the in- 
dependent case? 

A. By being joined with a participle, 

18. What is a participle ? 

A. A word having the meaning of a verb, and the construction 
of a noun or adjective. 

19. Give examples of participles. 

A. Loving, hating, crying, studying, etc., are participles. 

20. Give an example of a noun in the independent case with a 
participle. 



ETYMOLOGY, SYNTAX, AND PROSODY. 115 

A. Wlien I say, " The war being finished, the soldiers ivere dis- 
charged,^^ the noun war is joined with the participle '^ being fin- 
ished,'^ and is in the independent case. 

21. What Eule should be given in parsing " war '' f 

A. Kule XIV. A noun joined with a participle, and forming 
no part of either the subject or the predicate of a sentence, must 
be in the independent case. 

22. Vv^ill you parse ^' war '^ f 

A. '' V/ar " is a common noun, of the third person, and singular 
number ; it is here joined with the participle '^ being finished,^' 
and is, therefore, in the independent case; agreeably to Eule 
XIV., "A noun joined with a participle,^' etc. 



LESSON XXVIII. 

EXERCISES ON THE INDEPENDENT CASE. 

1. When I say, ^^ Charles, laJiat are you doing f in what case 
is Charles f 

A. " Charles'''' is in the independent case. 

2. Why is ^' Charles '' in the independent case ? 

A. Because it is the name of the person directly addressed. 

3. Why is ^^ Charles '' followed by a comma ? 

A. Because the name or title by which a person or thing is ad- 
dressed, should be separated from the rest of the sentence by 
commas. 

4. When I say, "OA ! the pain, the bliss of dying I^'' in what case 
are ''pain " and " bliss '' f 

A. They are in the independent case. 

5. Why are they in the independent case? 

A. Because they are used as a part of an exclamation. 

6. Why are exclamation-points written after oh and dying? 

7. Why is a comma written after pain ? 

8. When I say, " The prophets, do they live forever? " in what 
case is prophets f 

A. In the independent case. 

9. Why is '' prophets' '' in the independent case? 

A. Because the noun, '^ prophets,^' is used as a pleonasm. 

10. Why is a comma written after prophets ? 

A. Because a word or phrase used as a pleonasm, must be sep- 
arated from the rest of the sentence by commas. 

11. When I say, '' The horses being weary, the men walhed up 
the hill,'' in what case is horses ? 

A. Horses is in the independent case. 



116 ELEMENTS OF ENGLISH GRAMMAR. 

12. Why is it in the independent case? 
A. Because it is joined with a participle. 

13. Why is a comma written after weary? 

A. Because a noun and participle so joined as to form no part 
of either the subject or the predicate of a sentence, must be sepa- 
rated from the rest of the sentence by commas. 

14. Will you analyze the following sentences, and symbolize 
the words of each ? 

1st Mary, have you recited your lesson? 

2d. Charles, bring me the slate and pencil. 

So?. Harriet, you should wear your bonnet and shawl. 

4/A. The Falls of Niagara, are they not grand and sublime ? 

dth. Our early days, how we love to call them back ! 

6th. " Peter being sick, his father left him at home.'' 

15. Will you parse all the nouns ? 

16. Write two sentences, each containing a noun in the inde- 
pendent case by direct address. 

17. Write two sentences, each containing a noun in the "inde- 
pendent case by exclamation. 

18. Write two sentences, each containing a noun in the inde- 
pendent case by pleonasm. 

19. Yf rite two sentences, each containing a noun in the inde- 
pendent case by being joined with a participle. 

- 20. V/ill you analyze, symbolize, and parse these sentences ? 



LESSON XXIX. 

OF THE DECLENSION OF NOUNS. 

1. How many ways have we of determining the case of a noun ? 
A. Two wavs. 

2. Whsit is the first f 

A. By considering, as we have done, whether it is the subject 
or object; that is, by its position or consiruciion. 

3. What is the second ? 

A. By the form or terminatiori of the word. 

4. Do all the cases of nouns have a different form ? 
A. They do not. 

5. What cases are alike in the singular number? 

A. The nominative, objective, and independent cases are alike. 
C. Which case is unlike the others? 
A. The possessive ciine. 

7. Are the cases of the plural number like tlie same cases of 
the singular? 



ETYMOLOGY, SYNTAX, AND PROSODY. 117 

A. All the plural cases are unlike the same cases of tlie sin- 
gular. 

8. What cases of the plural number are alike? 

A. The nominative, objective, and independent cases are alike. 

9. What case of the plural number is unlike the others ? 
A. The possessive case. 

10. How do we form the possessive case of the singular num- 
ber ? ^ 

11. How do we form the nominative case of the plural number? 

12. How do we form the possessive case of the plural number ? 
18. By w^hat name is this change of ending called? 

A. It is called the Declension of Nouns. 

14. When, then, I ask you to decline a noun, w^hat do I mean ? 
A. To name its different cases. 

15. Will you decline boy ? also girl ? 

A. 



Singular. 


Plukal. 


JVom. Bov, 


Bovs, 


Fos. BoY% 


Boys' 


Obj. Boy, 


Bovs, 


Ind, Boy ; 


Boys. 



Singular. 


Plural. 


Norn. Girl, 


Girls, 


Fos. Girl's, 


Girls', 


Obj. Girl, 


Girls, 


Ind. Girl; 


Girls. 



16. Will you write the declension of the following nouns ; viz., 
teacher, pupil, man, w^oman, child, son, daughter, parent, sister, 
brother, father, king, queen, mother, city, town, house? 



LESSON XXX. 

OF THE NOMIKATIVE CASE AFTER AN INTRANSITIVE VERB. 

1. What is an intransitive verb? 

A. An intransitive verb is one which makes complete sense, 
without the addition of a noun as its object. 

2. Are intransitive verbs ever followed by a noun ? 

A. A few intransitive verbs are frequently followed by a noun. 

3. What is generally the use of this noun ? 

A. To represent some quality, attribute, or function of the 
subject. 

4. Give examples of this. 

A. ^^God is Love.^^ " Truth is the most powerful weapon.^^ 
^^ Jesus Christ is our EedeemerJ^ Here, Love, weapon, and Re- 
deemer, follow^ the intransitive verb is. 

5. When nouns are thus used to represent a quality, attribute, 
or function of the subject, to what do they refer ? 

A. To the same person or thing as the subject. 



118 ELEMENTS OF ENGLISH GRAMMAR, 

6. In what case are the nouns Love^ truth, and Redeemer f 
A. They are in the nominative case. 

7. How is this case distinguished from the case of the subject ? 
A. It is called the predicate nominative. 

8. What Eule should be given when we parse a predicate nomi- 
7iative f 

A. Rule V. A noun which follows an intransitive or a passive 
verb, which is not in the infinitive mood, and refers to the same 
person or thing as the subject of the verb, must be in the nomi- 
native case. 

9. Will you parse ^^Love^^ in the sentence ^^God is Love '' f 

A. ^^Love^^ is a common noun, of the third person, and singu- 
lar number ; it here follows the intransitive verb is, and refers to 
the same person as the subject, ^'God,^' and is, therefore, in the 
nominative case ; agreeably to Rule V., "A noun which follows 
an intransitive or a passive verb, that is not in the infinitive 
mood, and refers to the same person or thing as the subject of the 
verb, must be in the nominative case." 

10. Will you parse ^' weapon '^ in the sentence, '' Truth is the 
most powerful v^eapon " ? 

A. " Weapon^^ is a common noun, of the third person, and sin- 
gular number ; it here follows the intransitive verb is, and refers 
to the same thing as the subject. Truth, and is, therefore, in the 
nominative case; agreeably to Rule V., "A noun," etc. 

11. Will you analyze and symbolize the following sentences? 

\st. God is the Creator of all things. 
2c/. Mary is a diligent student. 
Zd. Jane will become a good scholar. 
^th. Hannah must not be a deceitful girl. 
bth. Emily is the best scholar in the class. 

12. Will you parse all the nouns in these examples? 



LESSON XXXI. 

OF THE OBJECTIVE CASE AFTER INTRANSITIVE VERBS. 

1. Does the noun which follows an intransitive verb, always 
refer to the same person or thing as the subject? 

A. It does not. 

2. Give examples of this. 

A. ^^ He slept his last sleep.^^ ^^ Joseph dreamed a dream J^ 
" Let me die the death of the righteous." Here, the nouns " sleej),^^ 
"c/reaw," and ^^ death,^' which follow the intransitive verbs, do 
not have any reference to the subjects. 



ETY3I0L0GY, SYNTAX, AND PROSODY. 119 

8= Do they represent any quality, attribute, or function of the 
subject? 

A. They do not. 

4. What is their use ? 

A. By repeating the meaning of the verb, to give it emphasis 
or intensity. 

5. In which case are " sleep,^^ " dream,^^ and " death ^^ ? 
A. In the objective case. 

6. What Rule should be given when we parse such nouns ? 

A. Eule VIII. A noun which follows an intransitive verb, and 
does not refer to the same person or thing as the subject, must 
be in the objective case. 

7. Will you parse " sleep " in the sentence, ^^He slept his last 
sleep " f 

A. " Sleep '' is a common noun, of the third person, and singular 
number ; it here follows the intransitive verb slept, and does not 
refer to the same person as the subject, he, and is, therefore, in 
the objective case ; agreeably to Eule VIII., " A noun which fol- 
lows an intransitive verb, and does not refer to the same person 
or thing as the subject, must be in the objective case.'' 

8. Parse dream in the sentence, " Joseph dreamed a. dreamP 

9. ^^Let me die the death of the righteous^ Parse ^^ death. ^^ 

10. Does the noun which follows an intransitive verb in the 
objective case, always repeat the meaning of the verb ? 

A. It does not. Its meaning is sometimes entirely unlike that 
of the verb. 

11. Give examples of this. 

A. " The very streams ran hloodP " The multitude laughed Jesus 
to scorn." " A bad boy can scarcely look his teacher in the face." 
Here, " blood,^^ ^' Jesus/' and '' teacher/' have a meaning entirely 
different from that of the verbs on which they depend. 

12. Will you parse ^^ blood'' in the sentence, ^^The very streams 
ran blood " f 

A. Blood is a common noun, of the third person, and singular 
number ; it here follows the intransitive verb " ran," and does not 
refer to the same thing as the subject, "streams," and is, there- 
fore, in the objective case ; agreeably to Rule VIII., " A noun 
which follows an intransitive verb, and does not refer to the 
same person or thing as the subject, must be in the objective case." 

13. " The multitude laughed Jesus to scorn." Analyze this 
sentence. 

14. Will you parse multitude f 

15. Will you parse Jesus f 

16. Will you parse scorn f 

17. Will you symbolize all the words ? 

1 8. Will you analyze the following sentences? 
\st, Bunyan's pilgrim ran the race to glory. 



120 ELEMENTS OF ENGLISH GRAMMAR. 

2d. Voltaire died an awfiil death. 
M. The ancient prophets dreamed many dreams. 
4:th. A guilty boy will not look his mother in the face. 
bth. They laughed the boy to scorn. 

19. Will you symbolize all the words? 

20. Will you parse the nouns ? 

21. How many Eules have you now learned? 

22. What is Eule I. ? 

23. What is Rule III. ? 

24. What is Eule IV. ? 

25. What is Eule V. ? 

26. What is Eule VII. ? 

27. What is Eule VIII. ? 

28. What is Eule XI. ? 

29. What is Eule XII. ? 
80. What is Eule XIIL? 



LESSON XXXII. 
OF NOTJI^S IN APPOSITION. 

1. When I say, " Mr. Rogers^ the merchant, went to the city last 
weehj^ is the expression a sentence ? 

2. Why is it a sentence? 

3. What is the essential, and what the complete subject ? and 
why? 

4. What is the essential, and what the complete predicate ? and 
why? 

5. Who went to the city ? 
A. Mr. Eogers. 

6. Which Mr. Eogers went to the city ? 
A. Mr. Eogers, the merchant. 

7. Why is the noun, merchant, added to Mr. Eogers? 
A. To explain or show which Mr. Eogers is meant. 

8. For what purpose is a noun thus used, added to the noun 
which precedes it ? 

A. It is added to the preceding noun to identify or exi:)lain it. 

9. What other name is often given to this ? 

A. The noun so added, is said to be in apposition with the 
noun wliich precedes it. 

10. In what case must the noun in apposition be? 

A. In the same case as the noun wliich it identifies or ex- 
plains. 

IT. What Eule should be given when we parse a noun in op- 
position f 



ETYMOLOGY, SYNTAX, AND PROSODY. 121 

A. Eule VI. "A noun which is added to another noun to iden- 
tify or explain it, must be in the same ease as that noun." 

12. Will you parse merchant^ in the sentence, ^^ Mr. Bogers, the 
merchant, went to the city.'''^ 

A. ^^MerchanV^ is a common noun, of the masculine gender, third 
person, and singular number ; it is here added to the noun, Mr. 
Rogers, which is in the nominative case, to identify or explain it., 
and is, therefore, in the nominative case ; agreeably to llule VI., 
*^ A noun, which is added to another noun to identify or explain" 
it, must be in the same case as that noun." 

13. In what case is doctor, in the sentence, " / left the boo/: at 
Johnson^Sy the doctor^ ^ 

A. Doctor is in the possessive case. 

14. Why is doctor in the possessive case ? 

A. Because Johnsonh, the noun which it identifies or explains, 
is in the possessive case. 

15. Why is a comma placed before the expressions, the mer- 
chant, the doctor, and also after ^^ the merchant '' ? 

A. Because a word or phrase in apposition, should be separated 
from the rest of the sentence by commas. 

16. In the sentence, ''He spoke to Harry, the hoy from the city^^ 
in what case is hoy .^ 

A. In the ohjective case. 

17. Why is '' boy " in the ohjective case ? 

A. Because Harry, the noun which it identifies, is in the objec- 
tive case. 

18. Will you parse boy f 

A. Boy is a common noun, of the masculine gender, third per- 
son, and singular number ; it is here added to the noun Harry, 
which is in the objective case, to identify or explain it, and is, 
therefore, in the objective case ; agreeably to Eule VI., '' A noun 
which is added to another noun," etc. 

19. Will you analyze and symbolize the following sentences ? 

1st. Henry Clay, the renowned statesman, and brilliant orator, 
has passed away. 

2d. Napoleon, the Emperor of France, was for a time the terror 
of Europe. 

2>d. Mary, Queen of Scots, was an unfortunate woman. 

4dh. Have you seen Mr. Holt, the secretary ? 

bth. Call at the studio of Jones, the artist*. 

20. \Wll you parse all the nouns ? 
- 11 



122 ELEMENTS 0¥ ENGLISH GRAMMAK. 



LESSON XXXIII. 

OF ADJECTIVES. 

1. What is an adjective f 

A. Any \A&ord which describes or limits a noun, and is not itself 
a noun, is an adjective, 

2. Give examples of adjectwes, 

A. When I say, ''The man/' ''good houses," " long jesirs/' 
" three dollars/' the words the, good, long, and three, are adjectives. 

3. How may adjectives be known? 

A. By their answering one of the three questions, What kind 
of f Which one f How many ? 

4. Into how many classes may adjectives be divided ? 

A. Into two classes ; viz., descriptive and restrictive adjectives. 

5. What are descriptive adjectives ? 

A. All adjectives which answer the question. What hind off 

6. Give examples of descriptive adjectives. 

A. Good, had, large, small, high, etc., are descriptive adjectives ; 
as, "A good man,'' " A large house," etc. 

7. What are restrictive adjectives ? 

A. All adjectives which answer either - of the questions — 
Which one f or How many f are restrictive adjectives. 

8. Give examples of res^r^c^^^^;^ adjectives. 

A. The, this, that, all, some, one, two, first, second, etc., are re- 
strictive adjectives ; as, this book, two men, etc. 

9. In parsing an adjective, what should we tell ? 

A. What kind of an adjective, the noun which it qualifies or 
limits, and the Eule of Syntax, 

10. What Eule should be given ? 

A. Hule XV. Adjectives belong to the nouns which they 
qualify or limit. 

11. Will you parse " good^^ in the sentence, "Good children 
obey their parents " f 

A. Good is a descriptive adjective, qualifying the noun children^ 
and, therefore, belonging to children ; agreeably to Rule XV., 
" Adjectives belong to the nouns which they qualify or limit." 

12. Will you parse this, in the sentence, "This book was printed 
in Boston." 

A. "This^^ is a restrictive 2id]^Q,t\Ye, limiting the noun book, 
and, therefore, belonging to book; agreeably to Eule XV., *' Ad- 
jectives," etc. 

13. Will you analyze, symbolize, and parse the following sen- 
tences, agreeably to the subjoined model? 



ETYMOLOGY, SYNTAX, AND PROSODY. 123 

1st. " The tall trees bowed their heads to the blast." 

2d. A good time is coming. 

Sd. The winter is cold and dreary. 

4:th. The evening was dark and stormy. 

5th. The bright morning dawned on many happy childreD. 

6th. April showers are refreshing to nature. 

MODEL. 

" The tall trees bowed their heads to the blast." 

AAA D AAQAA 

This is a sentence, because it makes complete sense. 

Its complete subject is, ^' the tall trees ;^^ its essential subject, 
" trees J ^ 

Its complete predicate is, ^^boived their heads to the blast ;^^ its 
essential predicate, '' bowed.^^ 

^'The " begins with a capital letter, because it is the first word 
of a sentence. 

^' Blast " is followed by a period, agreeably to Eule I., etc. 

^^The^' is an adjective, because it tells which trees. 

^* Tall " is an adjective, because it tells what kind of trees. 

^^ Trees " is a nouji, because it is the name of a class of objects. 

^^ Bowed " is a verb, because it tells what the trees did. 

" Their " stands for trees, and is a pronoun. 

^^ Heads " is the name given to the tree-tops, and is a noun, 

"To^' introduces an adjunct phrase, and is 2i preposition. 

" The " limits blast, and is an adjective. 

^' Blast " is a name, and therefore a noun. 

^''The''"' is a restrictive adjective, limiting the noun trees, and, 
therefore, belonging to trees; agreeably to Eule XV., ^^ Adjec- 
tives," etc. 

"^Tair^ is a descriptive adjective, qualifying the noun trees, and, 
therefore, belonging to trees; agreeably to Eule XY., ^'Adjec- 
tives," etc. 

^^Trees^^ is a common noun, of the third person, and plural 
number; it is here the subject of the verb boived, and is, there- 
fore, in the nominative case ; agreeably to Eule L, " The sub- 
ject," etc. 

^^ Heads " is a common noun, of the third person, and plural 
number ; it here follow^s and depends on the transitive verb bowed, 
and is, therefore, in the objective case ; agreeably to Eule IV., 
*' A noun," etc. 

^^The^^ is a restrictive adjective, limiting the noun blast, and, 
therefore, belonging to blast ; agreeably to Eule XV., etc. 

^^ Blast " is a common noun, of the third person, and singular 
number; it here follows and depends on the preposition to, and 
is, therefore, in the objective case; agreeably to Eule IV., etc. 



124: ELEMENTS OF ENGLISH GRAMMAK. 

LESSON XXXIY. 

COMPARISON OF ADJECTIVES. 

1. When I speak of '^perfect rest,^^ what kind of an adjective 
is perfect f 

A. Perfect is a descriptive adjective. 

2. Why is perfect a descriptive adjective? 
A. Because it tells us what kind of rest. 

3. When I say, '^A wise man^^ what kind of an adjective is 
wise f 

A. Wise is a descriptive adjective. 

4. Why is wise a descriptive adjective? 
A. Because it tells us what kirid of man. 

5. Does the adjective perfect denote a variable^ or an invariable 
degree of quality ? 

A. Perfect denotes an invariable degree of quality. 

6. Why? 

A. Because if the " rest " is perfect, it can be neither more nor 
less, without changing it altogether ; any variation would make 
it cease to be perfect. 

7. Does the adjective " wise " denote a variable, or an invariable 
degree of quality ? 

A. " Wise ^' denotes a variable degree of quality. 

8. Will you illustrate why ? 

A. When I say, " A wise man,'^ there may be others who are 
wiser, 2Jidi others still who are less wise than he. 

9. In what sense, then, is the man ivise f 

A. When compared with the masses around him, he is a iiyise 
man. 

10. Into what two classes, then, may descriptive adjectives be 
subdivided ? 

A. Into the following : viz., 

Is^. Adjectives which express an invariable kind or degree of 
quality. 

2d, Adjectives which express a variable kind or degree of 
quality ? 

11. Give examples of ih^ first class. 

A. Round, square, cubical, perfect, endless, etc. 

12. Give examples of the second class. 

A. Good, wise, large, small, convenient, etc. 

13. In what way are these adjectives made to represent different 
degrees of quality? 

A. By changing their form. 



ETYMOLOaY, SYNTAX, AND PROSODY. 125 

14. How many methods of changing the form have we ? 
A. Two methods, 

15. What are these changes called? 
A. Degrees of comparison. 

16. How are adjectives compared according to the first method ? 
A. By placing a word before the adjective. 

17. How are they compared according to the second method? 
A. By annexing to the adjective another syllable. 

18. What is the degree of quality expressed by the simple ad- 
jective, called? 

A. It is called the positive degree. 

19. Give examples of the posUioe degree. 

A. Good, wise, and great are of the positive degree. 

20. When one of two objects, or sets of objects, has a higher 
or a lower degree of quality than the other, what is the formof the 
adjective called? 

A. It is called the comparative degree. 

21. Give examples of the comparative degree. 

A. " William is taller than John.'' ^' Anna is more beautiful 
than Jane.'' Here, taller and more beautiful are adjectives of the 
comparative degree. 

22. When one of three or more persons, or things, is repre- 
sented as having a higher degree of quality than either of the 
others, what is the form of the adjective called ? 

A. It is called the superlative degree. 

23. Give examples of the superlative degree. 

A. " Reuben is the tallest boy in school." " Ella is the most 
studious girl I knov>^." Here, tallest and most studious are in the 
superlative degree. 

24. Of what degree of comparison is each of the following ad- 
jectives ; viz., Good, wise, larger, more obedient, greatest, least f 



LESSON XXXV. 

COMPARISON OF ADJECTIVES. FIEST METHOD. 

1. How many methods are there, of forming the Degrees of 
Comparison ? 

A. Two methods. 

2. What is the first? 

A. By placing a word before the positive. 

3. What word do you place before the positive to form the com- 
parative ? 

A. If we wish to express a higher degree of quality than the 
11'^ 



126 ELEMEXTS OF ENGLISH GRAMMAR. 

positive, we place raore before the positive; as, more lovely, mare 
beautiful ; but if we wish to express a lower degree of quality, we 
place less before the positive ; as, less lovely, less beautiful. 

4. What word do you place before the positive to" form the su- 
perlative ? 

A. If we wish to express the highest degree of quality, we place 
most before the positive ; as, most lovely, most beautiful ; but if 
we wish to express the lowest degree of quality, we place least be- 
fore the positive ; as, least lovely, least beautiful. 

5. What adjectives are compared by the first method? 
A. All variable adjectives which are not monosyllables. 

6. When we pass from the positive to the highest degree of 
quality, what is the comparison called ? 

A. Comparison by sujjeriority, 

7. W^ill you thus compare obedient ? 

A. Positive, o6ec?ieziz^/ comparative, more o^ec^zen^ / suiDerlative, 
most obedient. 

8. Compare diligent, 

A. Vq^SXys^^ diligent ; comparative, ?7iore diligent; superlative, 
m^ost diligent, 

9. Will you also compare the following ; viz., Grateful^ studi- 
ous, benevolent J happy, tranquil f 

10. When we pa^ from the positive to the lowest degree of 
quality, what is the comparison called? 

A. Comparison by inferiority. 

11. Will you thus compare curious ? 

A. Pos. curious] comp. less curious; sup. least curious, 

12. Compare crooked. 

A. Pos. crooked; comp. less crooked ; sup. least crooked. 

13. Compare, also, famous^ welcome, progressive, brilliant^ inter- 
esting, amiable, dutiful. 

14. Compare prosperous, both by superiority and inferiority. 

A. By superiority — Pos. prosperous ; comp. more prosperous ; 
sup. most prosperous. 

By inferiority — Pos, prosperous ; comp, less prosperous ; sup. 
least prosperous, 

15. Compare, also, the following ; viz., practical, earnest, quar- 
relsome, hateful, familiar. 

16. Should the degree of comparison be named when we parse 
a variable adjective? 

A. It should ; and the adjective should be compared, both by 
superiority and by inferiority. 

17. Will you parse ^^ amiable^^ in the sentence, ^^Jane is an ami- 
able girl " f 

A. Amiable is a descriptive adjective, and is compared as fol- 
lows : By superiority — Pos. amiable; c^nn-^. more amiable ; sup. 
most amiable. By inferiority — Pos. amiable; comp. less amiable ; 



ETYMOLOGY, SYNTAX, AND PROSODY. 127 

sup. least araiable ; it is here found in the positive degree, quali- 
fying the noun girlj and it, therefore, belongs to gwl ; agreeably 
to Rule XV., '' Adjectives belong to the nouns which they qualify 
or limit.'' 

18. Will you analyze and symbolize the following sentences, 
and parse the nouns and adjectives? 

1^^. The diligent boy will have perfect lessons. 

2d. The men were looking at the beautiful gardens. 

3d The happy child was like a sunbeam. 

4:th. The guilty boy is unhappy. 

bth. The man was successful in every thing. 



LESSON XXXYI. 

COMPARISON OF ADJECTIVES. SECOND METHOD. 

1. How many methods of comparison have we? 

2. What is the first method ? 

3. What adjectives are compared by this method? 

4. What is the second method ? 

A. In the second method, we form the comparative and super- 
lative, by superiority, by annexing a syllable to the positive. 

5. What do we annex to form the comparative? 

A. If the positive ends in e, annex the letter r ; as mse, tviser ; 
but if the positive does not end in e, annex er ; as, great., greater, 

6. What is annexed to form the superlative ? 

A. If the positive ends in e, annex st ; as, wise^ wisest ; but if 
the positive does not end in e, annex est ; as, great., greatest, 

7. What adjectives are compared by this method? 
A. xAll variable adjectives which are monosyllables, 

8. Will you compare large f 

A. Pos. large ; comp. larger ; sup. largest, 

9. Compare high. 

A. Pos. high ; comp. higher ; sup. highest. 

10. Compare, also, wide^ long., narrow^ small, thich, warm, cold, 
sweet, sour, kind. 

11. Do any adjectives admit of comparison by both methods ? 
A. They do. 

12. Into how many classes may these be arranged ? 
A. Into two classes. 

13. What is the first class ? 

A. Adjectives of tivo syllables ending in y ; as, happy, lovely, 
etc. ; or in le after an aspirate, or aspirate vocal ; as, ample, able, 
noble, etc. 

14. What is the second class? 



128 ELEMENTS OF ENGLISH GRAMMAR. 

A. Adjectives of two syllables, having their accent on the 
second ; as, polite, discreet, etc. 

15. How do all these adjectives form their comparison by inferi- 
ority f 

A. By prefixing less and least to the positive, as in the lirst 
method. 

16. Will you compare happy f 

A. By Superiority — Pos. happy ; comp. more happy ; sup. 
most happy ; or, Pos. happy ; comp. happier ; sup. happiest. 

By Inferiority — Pos. happy ; comp. less happy ; sup. least 
happy, 

17. Compare, also, lovely, able, noble, polite, austere, 

18. Are all variable adjectives compared by one of these 
methods ? 

A. They are not. The comparison of a few adjectives is irreg- 
ular. 

19. Will you compare good by superiority ? 
A. Pos. good ; comp. better ; sup. best, 

20. Compare bad, 

A. Pos. bad, ill, or evil ; comp. worse ; sup. worst. 

21. Compare little, 

A. Pos. little ; comp. less ; sup. least, 

22. Compare old. 

A. Pos. old ; comp. older or elder ; sup. oldest or eldest, 

23. Compare late. 

A. Pos. late ; comp. later ; sup. latest or last. 

24. Will you fill the blanks of the following sentences, and 
then analyze and symbolize them, and parse the nouns and adjec- 
tives? 

l6'^. — — fears, loves, and serves his • 



2d r- does not build his on the 

3d was sitting by his before - 

of . 

^th. build their on . 



bth. in and they only shall see 

6^A. of is of — 



MODEL, 
fears, loves, and serves his 



A good man fears, loves, and serves his Creator. 

25. Write two sentences, each containing a restrictive adjective. 

26. Write two sentences, each containing a descriptive adjective. 

27. Write two sentences, each containing an adjective in the 
pos. degree. 

28. Write two sentences, each containing an adjective in the 
comp, degree. 



ETYMOLOGY, SYNTAX, AND PROSODY. 129 

29. Write two sentences, each containing an adjective in the 
sup. degree. 

30. Write two sentences, each containing a proper and a com- 
mon noun; also, an adjective of the pos. ; one of the comp, ; and 
one of the mp, degree. 



LESSON XXXYII. 

OF PRONOUNS. 

1. What is 2i pronoun f 

A. A word which supplies the place of a noun, is a pronoun. 

2. Give an example of a pronoun. 

A. When I say, ^^ James is idle, and he will not succeed,^'' he is 
used to supj)ly the place of James, and is a pronoun, 

3. How many kinds of pronouns are there ? 

A. There are three kinds of pronouns, viz., personal pronouns, 
relative pronouns, and interrogative pronouns. 

4. Which are the personal pronouns ? 

A. /, thou^ or you, he, she, and it, are personal pronouns. 

5. Why are these called personal pronouns ? 
A. Because their form determines their person. 

6. Which is of the first person ? ^ 
A. "/'' is of the first person. 

7. Which is of the second person ? 

A. ^^Thou^^ or '^ you ^' is of the second person. 

8. Which are of the third person ? 

A. '^He,^^ " sAe," and ^' it,^^ are of the third person. 

9. As pronouns are used instead of nouns, what properties 
should they have ? 

A. The same properties as nouns, viz., gender, person, number^ 
and case. 

10. Are pronouns declined ? 
A. They are. 

11. Will you decline I ? 

A. Singular. Plural. 

Nom. I. Nom. We. 

Pos. My or mine. Pos. Ours or our. 

Obj. Me. Obj. Us. 

Ind. I or me. Ind. We. 

12. Will you decline " thou '' or " you '' ? 

A. Singular. Plural. 

Nom. Thou or you. Nom. Ye or you. 

Pos. Thy or thine, yours or your. Pos. Yours or your. 
Obj. Thee or you. Obj. You. 

Ind. Thou or vou. Ind. Ye or vou. 

I 



130 ELEMENTS OF ENGLISH GRAMMAR. 

13. In what case is I ? me? us? we? our? my? ours? mine? 

14. What is the case of thou ? thee ? ye ? thy ? your ? thine ? 
you? yours? 

15. What is the person, number, and case of ye? we? I? thine? 
you? thee? 

16. Will you decline he ? 

A. Singular. Plural. 

Norn. He. Nom. They. 

Pos, His. Pos, Theirs or their. 

Obj. Him. Obj. Them. 

Inct He. Ind. They. 

17. Will you decline she f 

A. Singular. Plural. 

Nom. She. Nom, They.. 

Pos. Hers or her. Pos. Theirs or their. 

Obj. Her. Obj. Them. 

Ind. She. Ind. They. 

18. Will you decline it, 

A. Singular. Plural. 

Nom. It. Nom. They. 

* Pos. Its. Pos. Theirs or their. 

Obj. It. Obj. Them. 

Lul. It. lad. They. 

19. In what person, number, and case is she? they? our? their ? 
him? thee? them? us? its? theirs? 

20. Will you mention the pronouns in the following sentences, 
and tell their person, number, and case ? 

1.5^. We are reciting our lesson. 

Id. I saw her in her garden. 

3d Jane was invited by me to our party, for I think that she 
is a good girl. 

^th. We met him in the street, looking for his pencil, which he 
had lost. 

21. Will you symbolize these sentences? 



LESSON XXXVIIT. 

PARSING OF PERSONAL PRONOUNS. 

1. What is the Rule for the agreement of a pronoun? 

A. Rule XVII. Pronouns must agree with the nouns for wliicii 
they stand, in gender, person, and number; and in other respects 
must have the construction of a noun. 



etyvlOlogy, syntax, and prosody. 131 

2. Should we give any otlier Eule in the parsing of a pro- 
noun ? 

A. We should. 

3. What other Eule should be given ? 

A. The same Eule as we would give, if parsing a noun in the 
same case. 

4. How many things should be mentioned in parsing a pro- 
noun ? 

A. Five things. 

5. What are they ? 

1st. That it is a pronoun, and of what kind. 

2d. The noun for which it stands. 

'Sd. Its gender, person, and number. 

4fh. Eule XYII. for its agreement. 

dth. Its case, and the Eule of construction. 

6. W^ill you parse "/," in the sentence, " I am here '^ ? 

A. / is a personal pronoun, standing for the name of the per- 
son who is speaking, and, therefore, of the masculine or feminine 
gender, first person, and singular number; agreeably to Eule 
XVII., ^' Pronouns must agree with the nouns for which they 
stand in gender, person, and number ; and in other respects must 
have the construction of a noun." It is here the subject of the 
verb am, and is, therefore, in the nominative case ; agreeably to 
Eule I., " The subject of a verb or a sentence must be in the nom- 
inative case." 

7. Why is /a pronoun f 

A. Because it is a word which supplies the place of a noun. 

8. Why is it 2. personal pronoun? 

A. Because its form determines its person. 

9. What is always \h.e person oi If 
A. / is always of the first person. 

10. Will you decline If , 

11. When I say, ^'Thoraas^ thou art ray brother ^^ how should 
thou be parsed ? 

A. Thou is a personal pronoun, standing for the noun Thomas, 
the name of the 'person spoken to ; and is, therefore, of the mas- 
culine gender, second person, and singular number ; agreeably to 
Eule XVIL, "Pronouns must agree," etc. ; it is here the subject 
of the verb " art," and is, therefore, in the nominative case ; 
agreeably to Eule I., " The subject," etc. 

12. Why is " thou " a pronoun f 

13. Why is it 2l personal pronoun? 

14. What is always the person of thou f 

15. Will you decline thou f 

16. Will you symbolize the words of the sentence, " Thomas, 
thou art my brother " f 



132 ELEMENTS OF ENGLISH GRAMMAR. 

A. Thomas, thou art my brother. 

A A DA A 

17. What is the subject of this sentence? 

18. What is t\\e predicate f 

19. What word is independent f 

20. How should '^my,^^ in the same sentence, be parsed? 

A. My is a personal pronoun, standing for the name of the per- 
son who is speaking, and is, therefore, of the masculine or femi- 
nine gender, first person, and singular number ; agreeably to Eule 
XVIL, " Pronouns must agree,^' etc. It here limits the noun 
brothei^ denoting whose brother, and is, therefore, in the posses- 
sive case; agreeably to Rule III., "A noun which limits another 
noun, denoting its origin, possession, or relation, must be in the 
possessive case." 

21. Why is a comma placed after Thomas? 

A. Because Thomas is the name of the person directly ad- 
dressed. 



LESSON XXXIX. 

EXERCISE ON THE PERSONAL PRONOUNS. 

1. Is the expression, " left slates at homes^'' a sentence? 
A. It is not. 

2. Why is it not? 

A. Because it does not make complete sense. 

3. Will you insert such words as will make it complete ? 
A. The girls left their slates at their homes. 

4. What part of speech is girU f 

5. What part of speech are the words their — their ? 

6. Will you symbolize the sentence? 

7. What is the subject? 

8. What is the predicate ? 

9. Will you parse the first their f 

A. Their is a personal pronoun, standing for the noun g'n^lSy 
and is, therefore, of the feminine gender, third person, and plu- 
ral number; agreeably to Kule XVII., " Pronouns," etc. It here 
limits the noun slates, denoting whose slates, and is, therefore, in 
the possessive case ; agreeably to Eule III., etc. 

10. Will you parse the second their f 

11. Will you fill the blanks of the following sentences with 
pronouns ? 

l.s'/. Jane loves little brother, and takes care of . 

2r/. father allowed Anna to visit cousins. 

'6d. left parents at homes. 



ETYMOLOGY, SYNTAX, AND PROSODY. 133 

Uh. Have mastered all- lessons ? 

K>th. friend saw brother at father's. 

6^A. Can sing more sweetly than ? 

7th, Peter has studied lessons, but the girls have neg- 
lected . 

Sth. will do work, and must do . 

^th. Can go with to house ? 

lO^A. think will recite with . 

12. Will you symbolize the words of each sentence, as now 
written ? 

13. Will you analyze each sentence ? 

14. Will you parse each of the pronouns ? 

1 5. Will you decline each of these pronouns ? 

16. Will you write five sentences, each containing a personal 
pronoun ; also five, each containing a noim^ an adjective ^ and one 
or iROVQ personal p7'onowis f 



LESSON XL. 

OF CLAUSES AND SENTENCES. 

1. What is a sentence f 

A. Any expression which makes complete sense, is a sentence. 

2. What is a clause f 

A, Any expression which contains a complete subject and 
predicate, is a clause. 

3. Give examples. 

A. ''The sunshines:' ''Birds fly J' "MenwalhP Each of these 
expressions is a sentence, because it makes complete sense. Each 
of them is, also, a clause, because, it contains one, and but one 
complete subject and predicate. 

4. What is a sentence which consists of a single clause, called? 
A. It is called a siwjple sentence. 

5. What is such a clause called ? 

A. A clause that makes complete sense without the addition 
of any other words, is called an ^'Independent clauseP 

6. When I say, "The rain is falling, and the streets are WMcldy^^ 
is the expression a sentence ? 

A. It is. 

7. Why is it a sentence? 

A. Because it is an expression which m.akes complete sense. 

8. Is it a simple sentence ? 

A. It is not. ^ 

9. Why is it not? 

12 



13J: ELEMENTS OF ENGLISH GRAMMAR. 

A. Because it contains two clauses. 

10. Kow do you know that there are two clauses? ' 
A. Because there are two subjects, and two predicates, 

11. What is the /r6'^ clause? 
A. ''The rain is falling,''^ 

12. What is the second clause? 
A . '' The streets are muddy J^ 

13. What kind of clause is each of these? 

A. Each of these clauses is an independent clause. 

14. Why? 

A. Because each of them would make sense, without any ad- 
ditional words. 

15. How are these clauses connected? 
A. By the conjunction " and^ 

16. What kind of a sentence is thus formed ? 
A. A compound sentence. 

17. What is a compound sentence ? 

A. A sentence that contains two or more distinct clauses or 
parts, each of which makes complete sense. 

18. Is the expression, ^'The man who i^ virtuous, is happty,^^ a sen- 
tence ? 

A. It is. 

19. Why is it a sentence? 

A. Because it is an expression which makes complete sense. 

20. Is it a simple sentence? 
A. It is not. 

21. Why is it not? ^ 

A. Because it contains two clauses. 

22. What is the first clause ? 
A. The man is happy. 

23. What is the second clause? 
A. Who is good, 

24. Is the expression a compound sentence ? 
A. It is not. 

25. Why is it not a compound sentence? 

A. Because the clauses of which it is composed, are not inde- 
pendent clauses. 

26. What is such a sentence called ? 
A. It is called a complex sentence. 

27. What is a complex sentence ? 

A. A sentence which contains two or more clauses that are not 
independent, is a complex sentence. 

28. How can you distinguish between a compound, and a com- 
plex sentence? 

A. If a sentence, containing two or more clauses, makes more 
than one assertion, it is compound ; if but one^ it is complex, 

29. In what other way can you distinguish between them ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 135 

A. If a sentence is compound, it can always be separated into 
at least two independent parts ; but a complex sentence cannot be 
so divided. 

30. What relation do the clauses of a complex sentence sustain 
to each other? 

A. One of the clauses of a complex sentence always modifies, 
explains, or illustrates the other. 

31. What names are given, respectively, to these clauses ? 

A. The clause which is modified or explained, is called the 
leading or principal clause; and the clause which modifies or ex- 
plains it, is called the subordinate clause. 

32. Illustrate this in the sentence already given, "^The mamvhQ 
is good, is happy. ''^ 

A. ''The man who is good, is happy, ^^ is a sentence, because it is 
an expression which makes complete sense. It is a complex sen- 
tence, because it makes but one assertion, and yet has more than 
one subject and predicate. 

Its principal clause is, " The man is happy ^ 

Its subordinate clause is, '' Who is goodj' 

33. Analyze the sentence, " The 7^ain is falling, and the streets 
are muddy J^ 

A. This expression makes complete sense, and is, therefore, a 
sentence. It consists of two independent clauses, and is, therefore, 
a compound sentence. The first clause is, ''The rain is f ailing, ^^ 
and the second, "The streets are muddy J^ 



LESSON XLI. 

EXERCISE ON SENTENCES. 

1. Analyze and symbolize the following simple sentences. 

1st. George dropped his ball into the well. 

2d. Good mothers love their children. 

3c/. The prisoner w^as convicted of perjury. 

^th. The City Hotel caught fire. 

bth. The sun shines very brightly this morning. 

MODEL. 

" George dropped his ball into the well." 

This is a sentence, because it is an expression which makes 
complete sense. 

It is a simple sentence, because it consists of but one subject 
and one predicate. 

Its subject is, George. 

Its predicate is, dropped^ his hall into the well. 



136 ELEMENTS 01" ENGLISH GRAMMAR. 

It may be symbolized as follows : 

George dropped his ball into the well. 

A n A A O A A 

2. Will you analyze and symbolize each of the following com- 
pound sentences ? 

Ist. George dropped his ball into the well, and the gardener got 
it out for him. 

2d. Good mothers love their children ; and they try to educate 
and train them properly. 

Sd. The prisoner was convicted of perjury, and the judge sen- 
tenced him to the penitentiary. 

4:th. The City Hotel caught fire, and one of the inmates was 
burned to death. 

dth. The sun shines very brightly this morning, and the hay- 
makers are busy at their work. 

MODEL. 

" George dropped his ball into the well, and the gardener got it out 

for him^ 
This expression makes complete sense, and is, therefore, a sen- 
tence. 

It contains two independent clauses, and is, therefore, a com- 
pound sentence. 

Th.^ first clause is, ^^ George dropped his hall into the icellJ^ 
The second clause is, ^^The gardener got it out for him.^^ 
The two clauses are connected by the conjunction ''^ andJ^ 
The sentence may be symbolized as follows : 
George dropped his ball into the well, and the gardener got it 

A D A A Q A A OA ADA 

out for him. 

no A 

3. What are the independent clauses, or parts of a compound 
sentence, called? 

A. They are called members, 

4. How are the members of a compound sentence connected ? 
A. They are usually connected by one of the following con- 
junctions ; viz., andy also, as well as, but, or, nor. 

5. How are the members of a compound sentence separated ? 

A. If the members are short and simple, they are usually sep- 
arated by commas; but if they are long or complex, they should 
be separated by semicolons. 

6. Will you analyze and symbolize the following complex sen- 
tences ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 137 

Ist. George dropped the ball, which his father bought for him, 
into the well. 

2d, Good mothers, wherever they are found, love their children. 

3(i. The prisoner, although he was but a youth, was convicted 
of perjury. 

4:th. Hundreds of persons were asleep in the City Hotel, when 
it caught fire. 

dth. The sun, which yesterday was obscured by clouds, shines 
very brightly this morning. 

MODEL. 

^^ George dropped the ball, tuhich his father bought for him, into 

the wellJ^ 
This expression makes complete sense, and is, therefore, a sen- 
tence. 

It consists of two clauses, and yet makes but one assertion ; it 
is, therefore, a complex sentence. 

The principal clause is, ''^George dropped the ball into the well:'' 
The subordinate clause is, ^' Which his father bought for himP 
The subject of the principal clause is, '' George J^ 
The predicate of the principal clause is; '^Dropped the ball into 
the loellP 

The subject of the subordinate clause is, " his father P 
The predicate of the subordinate clause is, " bought which for 
hiniJ^ 

The sentence may be symbolized as follows : 

George dropped the ball, which his father bought for him, into 

A DAAAAA DQAQ 

the well. 

A A 

7. "Will you write five simple sentences ? 

8. Will you write five complex sentences? 

9. Will you write fi\Q compound sentences ? 

10. Will you point all these sentences ? 

11. Will you give Kules for using the capitals ? 

12. Will you analyze the sentences ? 

13. Will you indicate the parts of speech by symbols ? 

14. Will you parse the nouns and adjectives ? 

15. Will you parse all the pronouns and verbs ? 
* 12* 



138 ELEMENTS OF ENGLISH GRAMMAR. 



LESSON XLII. 

OF THE RELATIVE PRONOUN. 

1. What is a relative pronoun? 

A. It is a word which not only stands for a noun, but also in- 
troduces a subordinate clause. 

2. Give an example of a relative pronoun. 

A. When I say, ^'The tree which I planted is still growing,^ the 
word '^ which '' is a relative pronoun. 

3. For what noun does the word " which " stand ? 
A. For the noun tree. 

4. What subordinate clause does it introduce ? 
A. The clause, '''which I planted P 

5. How many relative pronouns are there ? 
A. There SiYefour relative pronouns. 

6. What are they ? 

A. They are, who, tvhich, that, and as. 

7. Are the relative pronouns declined ? 

A. Who is always, and which is sometimes, declined. 

8. Will you decline tvho ? which f 

A. Singular. Plural. Singular, Plural. 

Nom. Who, Who, Nom. Which, Which, 

Pos. Whose, Whose, Pos. Whose, Whose, 

Ohj. Whom, Whom, Ohj. Which, Which, 

Ind. Who ; Who. Ind. Which ; Which. 

9. What Rules are to be given in parsing a relative pronoun ? 
A. The same Rules as are given in parsing 2^ personal pronoun. 

10. Will you parse ivhich, in the sentence, ''The tree which ] 
planted, is still gr owing. ^^ 

A. Which is a relative pronoun, introducing the subordinate 
clause, "which I planted,^- and standing for the noun tree; it is, 
therefore, of the third person, and singular number; agreeably 
to Rule XVIL, " Pronouns must agree with the nouns for which 
they stand in gender, person, and number ; and in other respects 
must have the construction of a noun." It here follows and de- 
pends on the transitive verb, planted, and is, therefore, in the ob- 
jective case ; agreeably to Rule IV., " A noun which follows and 
depends on a transitive verb, or a preposition, must be in the ob- 
jective case." 

11. Will you analyze and symbolize the sentence, "The man 
who is good, is happy, ^^ and parse the relative pronoun "who " f 



ETYMOLOGY, SYNTAX, AND PROSODY. 139 

A. The expression, ^^The man who is good, is happy ^^ is a sen- 
tence, because it makes complete sense. 

It is a complex sentence, because it makes but one assertion, 
and yet has more than one subject and predicate. 
It^ principal clause is, ^^The man is happy J^ 
Its subordinate clause is, " Who is goodJ^ 
The subject of the principal clause is, ^^The manT 
The jDredicate of i]ie principal clause is, ^^Is happy. ^^ 
The subject of the subordinate clause is, ^^ Who.^^ 
The predicate of the subordinate clause is, ^'Is goodJ^ 
The sentence may be symbolized as follows : 

The man who is good, is happy. 

A A A D A n A 

" Who '' is a relative pronoun, introducing the subordinate clause, 
" Who is good'^ and standing for the noun man ; it is, therefore, 
of the masculine gender, third person, and singular number; 
agreeably to Eule XVII., ^' Pronouns,'^ etc. ; it is here the sub- 
ject of the verb is, and is, therefore, in the nominative case ; 
agreeably to Eule I., etc. 

12. For what hind of nouns do the relative pronouns severally 
stand ? 

A. Who stands for the names of persons ; which for the names 
of animals and things ; while that and as stand for the names of 
either persons or things, 

13. Will you analyze and symbolize each of the following sen- 
tences, and parse the relative pronouns f 

ist. The man who is virtuous, is respected. 

2d. The girl whose books are torn,- has not been careful. 

Sd The boys of whom you were speaking, cannot recite their 
lessons. 

4dh. The bird which flew to the woods, is out of sight. 

bth. The man that always strives to do right, is noble. 

^th. The fields that were covered with snow, are bare. 

1th. There were as many people as could be seated in the house. 

^th. The horse that runs away, is unsafe. 

^th. It was such a sight as I do not wish to see again. 

\{)th^ If the orchard, which I have just planted, bears as much 
fruit as the other produced, I shall be satisfied. 



140 ELEMENTS OF ENGLISH GKAMMAR. 



LESSON XLIII. 

OF THE INTEREOGATIVE PRONOUN. 

1. Is ^^ who-^ always a relative pronoun? 
A. It is not. 

2. When is '^ who " not a relative pronoun ? 

A. When who asks a question, it is not a relative pronoun. 

3. Why is it not then a relative pronoun ? 

A. Because it does not introduce a subordinate clause. 

4. What is " tvho '^ when it asks a question ? 

A. When " who " asks a question, it is an interrogative pronoun. 

5. Give examples of this. 

A. In the expressions, " Who comes here f " " Who are you f '' 
"jPor whora are you working f " " t#Ao," ^- who,^^ and " lohom '' are 
inteirogative pro7iouns. 

6. Are there any other interrogative pronouns ? 

A. There are: '^Which^^ and '' whaV^ are interrogative pro- 
nouns whenever they ask a question. 

7. Is ^'"who^'' as an interrogative declined? 

A. It is ; in the same way as when it is a relative pronoun. 

8. Give an example of the interrogative who in the nominative 
case. 

A. In the sentences, " Who did this ? ^^ " Who are you f '' " who '' 
is in the nominative case. 

9. Give an example of the interrogative who in the possessive 
case. 

A. In the expressions, " Whose hat do you wear f " *' Whose 
horse did you ride f '' '^ lohose ^' is in the possessive case. 

10. Give an example of the interrogative ^^ who ^' in the objec- 
tive case. 

A. In the expressions, "7b whom are you writing f^^ ^^With 
whom do you live f ^' " whom " is in the objective case. 

11. Give an example of " which ^^ as an interrogative pronoun. 
A. In the expressions, " Which ivas foremost ? " " WhichPdo you 

choose f^^ ^^ which ^^ is an interrogative pronoun. 

12. Give an example of ^^what^^ as an interrogative pronoun. 
A. In the expressions, " What ivill come next ? " " What are you 

doing f " " what ^' is an interrogative pronoun. 

13. In the expressions, " Which horse is yours ? " " What book 
are you reading ? " what part of speech are ^^which " and '' what " f 

A. They are interrogative adjectives. 

14. Are ^' which ^^ and ^^ what'' as interro«:atives declined? 



ETYMOLOGY; SYNTAX, AND PROSODY. 141 

A. They are not. 

15. How many interrogative pronouns have we ? 

A. There are three mterrogative pronouns ; viz., who, which, and 



what, 



LESSON XLIY. 
PASSING OF INTERHOGATIVE PRONOUNS. 

1. What Eules are to be given in the parsing of an interroga- 
tive pronoun ? 

A. The same Eules as in the parsing of a personal, and of a 
relative pronoun. 

2. Will you parse " luho,^^ in the sentence, " Who did this f " 
A. " Who '^ is an interrogative pronoun, standing for the name 

of the person about whom the question is asked ; and is, there- 
fore, of the masculine or feminine gender, third person, and sin- 
gular number ; agreeably to Eule XVII. , etc. It is here the sub- 
ject of the verb did, and is, therefore, in the nominative case ; 
agreeably to Eule I., etc. 

3. Will you parse " whose,^' in the sentence, " Whose hat do you 
wear f^^ 

A. " Whose " is an interrogative pronoun, standing for the name 
of the person about whom the question is asked ; and is, there- 
fore, of the masculine or feminine gender, third person, and sin- , 
gular number; agreeably to Eule XVII., etc. It here limits the 
noun hat, denoting whose hat, and is, therefore, in the possessive 
case; agreeably to Eule III., " A noun which limits,'^ etc. 

4. Will you parse ^^ whom,^^ in the sentence, ''With whom do 
you lifve f '^ 

A. " Whom^^ is an interrogative pronoun, standing for the name 
of the person about whom the question is asked ; and is, there- 
fore, of the masculine or feminine gender, third person, and sin- 
gular number ; agreeably to Eule XVII., etc. It here follows 
and depends on the preposition loith, and is, therefore, in the ob- 
jective case ; agreeably to Eule IV., '' A noun,'' etc. 

5. Will you analyze each of the following sentences, indicate 
the part of speech of the several words by the proper symbols, 
and parse all the nouns, adjectives, and pronouns? 

\st. Who called you this morning ? 

2d. Whose book are you reading ? 

3d Whom did you see at the store ? 

4:th, Which do you and your friends prefer ? 

bth. What were you doing in the garden ? 

Uh. What horse did they drive to the mountain ? 

1th, Which house belongs to your friend ? 



142 ELEMENTS OF ENGLISH GRAMMAR. 

^th. What do you think of the new teacher ? 

6. Will you analyze the following sentences ? 

A. How strange are the phases of human life ! Where the sim 
sheds his brightest beams to-day, nothing is seen but clouds and 
shadows to-morrow ; and the succession of light and shade is ever 
varying, yet ever unvaried. 

7. Is the sentence ending at life, simple or compound? Why? 

8. By what pause is it followed ? Why ? 

9. Is the next sentence simple or compound? Why? 

10. Of how many members does it consist ? 

11. What is the first member? 

12. Wliat is the second member ? 

13. What kind of a sentence is the first member ? 

14. Why is it a complex sentence? 

15. What is the principal clause? 

16. What is the subordinate clause ?" 

17. What kind of a sentence is the second member? 

18. What is the subject? 

19. What is the predicate ? 

20. Will you write three sentences, each containing the infer- 
rogative pronoun who f 

21. Will you write three sentences, each containing the mtcr- 
rogative pronoun which f 

** 22. Will you write three sentences, each containing the intcv' 
rogative pronoun ivhat f 

23. Will you analyze, symbolize, and parse the sentences you 
have written ? 

24. Will you fill the blanks indicated in the following expres- 
sions, and then analyze, symbolize, and parse them ? 

\st did left for ? 

M, did wear to ? 

3(i. For was displayed ? 

^th. In sow and in withhold 

not ■ 



bth. were from ? 

6/A. have can sustain under ■ 



1th. can not tell followed. 



ETYMOLOGY, SYNTAX, AND PROSODY. 143 

LESSON XLY. 
or VEEBS. 

1. What words are verbs? 

A. All words which tell what the nouns do, or which make an 
assertion, ask a question, utter an exclamation, or express a com- 
mand. 

2. How can you readily tell which words are verbs ? 
A. The essential predicate of every sentence is a verb, 

3. Will you give an example of a verb ? 

A. When I say, ^^The sun shines,^^ the word ^^ shines '^ tells U8 
what the sun does, and is, therefore, a verb. 

4. Will you give another example ? 

A. When I say, ^'John, sit still, ^ the word " sit '^ expresses a 
command, and is, therefore, a verb. 

5. Will you give an example of a verb which asks a question ? 
A. In the sentence, ^^Are you studying ? '' the words, ^' are study- 

ing,^' ask a question, and are, therefore, a verb. 

6. Will you name the verbs in the following sentences ? 

1st The horses are running. 

2d, John is a good boy. 

Sd. He was styled a prophet. 

4:th. Can you give some water ? 

5th. How sorry I am for you ! 

6th. Henry struck William. 

7th. Charles walked three miles before breakfast. 

Sth. The men remained at our house a week. 

9th. The girl is at work in the kitchen. 

lO^A. The battle lasted many hours. 

7. Will you analyze each of the above sentences, and show 
from the analysis which is the verb ? 

MODEL. 

" The battle lasted many hours.^' 

This expression makes complete sense, and is, therefore, a sen- 
tence. 

It has but one subject, and one predicate ; hence, it is a simple 
sentence. 

The complete subiect is, " the battle/' and the essential subject is, 
^^battle.'^ . . 

The compute predicate is, " lasted many hours,'' and the essential 
predicate is '^ lasted." ^^ Lasted" is, therefore, a verb. 



144 ELEMENTS OF ENGLISH GRAMMAR. 

8. Will you symbolize each word, and tell why it is the part of 
speech you indicate ? 

MODEL. 

" The battle lasted many hours." 

A A D A A 

^'The^^ tells which battle, and is, therefore, an adjective.' 

"Battle " is a namey and, therefore, is a noun. 

"Lasted " is the essential predicate, and, therefore, a verb, 

"Many '' tells liow many, and is an adjective. 

"Hours '^ is a name, and, therefore, a noun. 

9. Will you parse the nouns, adjectives, and pronouns, in each 
of the above sentences ? 

10. Will you name the verbs in the following sentences ? 

1st. The merchant went to the city on Monday, purchased 
goods on Tuesday, and returned to his home on Wednesday. 
2d. The loud winds roared, the rain fell fast ; 
The white man yielded to the blast. 

11. Will you analyze each of these sentences? 

12. Will you symbolize all the words? 

1 3. Will you parse all the nouns ? 

14. Will you parse all the adjectives ? 

15. Will you parse ail the pronouns ? 



LESSON XLYI. 

OF THE ELEMENTS OF VERBS. 

1. What is an element f 

A. It is one of the simple substances or parts, of which any* 
thing is composed. 

2. What is meant by the elements of a verb f 

A. The simple ox primary forms, from which all the other parts 
are derived. 

3. How many elements has a verb ? 

A. Every complete verb has/oi^r elements. 

4. What is a verb which has less than four elements, called ? 
A. A verb which has less than four elements, is called a drfec 

live verb. 

5. Do any verbs have more than four elements ? 
A. They do. 

6. What are such verbs called? 

A. They are called rcdandant verba. 



ETYMOLOGY, SYNTAX, AND PROSODY. 145 

7. Considered, then, with reference to the number of their ele- 
ments, into how many classes may verbs be divided? 

A. Into three classes ; viz., Defective verbs, Comjylete verbs, and 
Redundant verbs. 

8. What is a defective verb ? 

9. What is a complete verb ? 

10. What is a redundant verb ? 

11. What is the first element of a verb? 
A. It is the simplest form of the verb. ^ 

12. How may it be known ? 

A. By placing " to '' before it ; as, to love, to think, to study, 

13. Is loved the first element of a verb ? 
A. It is not: 

14. How can we know that it is not ? 

A. Because we cannot place ^' to '' before it ; " to loved ''^ has no 
meaning, makes no sense. 

15. What is the^rs^^ element of the verb loved f 
A. ''Love '^ is the first element. 

16. How do you know this ? 

A. Because we can place ''to^ before it; thus, ''to loveP 

17. What is the first element of each of the following verbs ; 
viz., love, hated, had, bought, rode, denied, provoJdng, engaged, dis- 
miss? 

1 8. Which words in the following sentences are verbs, and what 
are their ^r^^ elements. 

1st. James studied his lesson ; he learned it ; he recited it per- 
fectly. 

2d. Caesar said, I came, I saw, I conquered. 

od. When he had crossed the Rubicon, the die was cast ; and 
Eome was free no more. 

19. Analyze and symbolize each of these sentences. 

20. Parse the nouns, adjectives, and pronouns. 



LESSOX XLYII. 

OF THE SECOND ELEMENT, 

1. How is the second element of a verb formed? 

A. The second element is generally formed by annexing "ing^^ 
to the first element. 

2. Give examples. 

A. First element, see; second, seeing: first, thinJc ; second, 
thinking : first, read ; second, reading. 

3. If the first element ends in " ie," how is the second element 
formed ? 

13 K 



146 ELEMENTS OF ENGLISH GRAMMAR. 

A. By changing ie into y, and then annexing " ing.^* 

4. Give examples of this formation. 

A. First element, die ; second, dying : first, tie; second, tying ^ etc. 

5. When the first element ends in e not preceded by a vocal^ how 
is the second element formed ? 

A. By dropping e, and then annexing ^^ ingj' 

6. Give examples of this formation. 

A. First element, give ; second, giving : first, love ; second, lov- 
ing : first, have ; second, having : first, remove ; second, remov- 
ing ; etc. 

7. What verbs are exceptions to this rule? 

A. The verbs singe, springe , swinge, and tinge, do not drop the 
e before annexing " m^." 

8. Illustrate this. 

A. First element, 5m^e ; second, si7igein g : ^rst, springe ; second, 
spring eing : first, swinge ; second, svjingeing : first, tinge ; second, 
tingeing. 

9. W^hen the first element ends in c, how is the second formed ? 
A. By annexing " king " to the first element. 

10. Will you give examples of this formation? 

A. First element, frolic ; second, frolicking : first, traffic ; sec- 
ond, trafficking ; etc. 

11. If the first element ends in h, how is the second formed? 
A. If the first element ends in a single h, preceded by a single 

vocal, and it is either a monosyllable, or a dissyllable having its 
accent on the final syllable, the second element annexes ^' bing " 
to the first element. 

12. Give examples of this formation. 

A. First, grub ; second, grubbing : first, snub ; second, snubbing, 

13. What other verbs follow the same analogy? 
A. Verbs ending in d, g, m, n, p, r, s, and t, 

14. Give examples in case of verbs ending in d, 

A. First, bud ; second, budding : first, gad ; second, gadding, 

15. Give examples of verbs in g, 

A. First, 6a^; second, bagging: first, brag ; second, bragging, 

16. Give an example of verbs in m, 
A. First, slam ; second, slamming, 

17. Give an example of verbs in n, 
A. Yirst, plan ; second, planning, 

18. Give an example in p. 

A. First, wrap ; second, wrapping, 

19. Give examples in r, 

A. First, bar ; second, barring : first, defer ; second, deferring, 

20. Give examples in t, 

A. First, mat ; second, matting : first, plat ; second, platting, 

21. Will you give the first and second elements of each of 
the following verbs : lose, blame, move, hoc, shoe, agree, hie, die. 



ETYMOLOGY, SYNTAX, AND PROSODY. 147 

dye, spring, springe, svjing, swinge, sing, singe, spread, defer, prefer, 
differ ? 

2'2. Will you name the verbs in eacli of the following sentences, 
and give their first and second elements ? 

1st. James led the horse into the stable. 
2d. Susan dressed her doll for the afternoon. 
Sd Jane put her slate and pencil into the desk. 
Ath. Fear God and keep his commandments. 
bth. The triumphing of the wicked is short. 

23. Will you analyze each of these sentences? 

24. Will you symbolize the words ? 

25. Will you parse the nouns, adjectives, and pronouns? 



LESSOX XLYIII. 

VEEBS. THIRD AND FOURTH ELEMENTS. 

1. How is the third element of a verb formed? 

A. In most verbs, the third element is formed by annexing c?, 
or ed, to the first element. 

2. When is d annexed, and when ed f 

A. When the first element ends in e, d only is annexed ; but 
when the first element does not end in e, the third element an- 
nexes ed to the first. 

8. Give illustrations of these formations. 

A. First element, love ; third, loved : first, hate ; third, hated : 
fiirst, loolc ; third, looked : first, report ; third, reported. 

4. How is ih^Q fourth element formed? 

A. The fourth element of most verbs has the same form as the 
third. 

5. Give all the elements of the following verbs : viz., heap, en- 
joy, improve, tinge, delight, retire, recite, invite, regard, rejoice. 

MODEL. 

First element, heap ; second, heaping ; third, heaped ; fourth, 

heaped. 

6. Will you name the verbs in the following sentences, and 
give their elements ? 

1st. The ship sailed from Europe to India. 

2d. Napoleon died on the island of St. Helena. 

3r/. The battle of Waterloo decided Bonaparte's fate. 

4fA. Liberty has w^on few victories without blood. 

bth. Copernicus was banished for publishing the truth. 



148 ELEMENTS OF ENGLISH GEAMMAR. 

7. Will you analyze these sentences ? 

8. Will you symbolize all the words, and give the reasons ? 

9. Will you parse the nouns and adjectives? 

10. Give the Rules for using the capital letters. 

11. What pauses are used, and why? 

12. Give all the Eules for using capital letters in their order. 
18. What is Eule VI. ? 

14. What is Rule III. ? 

15. What is Rule XII.? 



LESSOR XLIX. 

OF DEFECTIVE VERBS. 

1. Considered with reference to the number of their elements, 
into how many classes may verbs be divided ? 

2. What is a defective verb ? 

3. What is a complete verb? 

4. What is a redundant verb ? 

5. Are many verbs defective f 

A. The number of defective verbs is very small. 

6. Will you name the principal defective verbs? 
A. Beware J ought ^ quoth, wis, and vnt. 

7. How many elements has beware f 

A. Beware has only one element, viz., the first. 

8. How many elements has ought f 

A. Ought has two elements, the first and the third. The form 
of the two, however, is the same ; thus, first, ought ; second, ought, 

9. Can you place to before the first element ? 
A. We cannot. 

10. Why can we not? 

A. Because ought Y>^as primarily the third element of the verb 
to owe ; and as the third element, it could not have to before it. 

11. How do writers now use it? 

A. Both as a first and third element, but without changing its 
form. 

12. How may you determine when the first element of ought 
is used ? 

A. The first element of ow^A^ is always followed by the first 
element of another verb. 

13. Give examples of ought used as a first element. 

A. ]Ie ought to go ; he ought to write ; he ought not to play. 

14. How may you determine when the third element of ought 
is used. 

A. The third element of ought is always followed by the fourth 
element of anotlier verb. 



ETYMOLOGY, SYNTAX, AND PROSODY. 149 

15. Give examples of ought as a third element. 

A. He ought to have gone ; he ought to have written. 

16. How many elements has quoth f 

A. Quoth has only the third element, and it is obsolete, except 
in comic writings, and in burlesque. 

17. How many elements has luis f 

A. Wis has two elements, the first and the third. 

18. What are they? 

A. First element, wis ; third, wist ; but both are nearly out of 
use. 

19. How many elements has wit f 

A. Wit has only the first element. It originally signified to 
hiow\ but it is now only used with to before it; as, ^Ho wit^^ 
meaning, namely, 

20. What other verbs are sometimes classed among defective 
verbs ? 

A. May^ must, might ; can, could; shall, should; will, would. 

21. How should they be classed? 

A. Simply as prefixes, or auxiliary verbs ; used to aid in form- 
ing certain moods and tenses of other verbs. 

22. Will you name the verbs in the following sentences, and 
tell which are complete, and which are defective ? 

1st. The boys ought to study their lesson. 

2d. Beware, lest a worse thing come upon you. 

3^. I saw, quoth Charles, the flying steed and man. 

4:th. He ivist not what was said. 

^th. I ought to have been in Providence to-day. 

23. Analyze and symbolize these sentences, 



LESSON L. 

OF REGULAR AND IRREGULAR VERBS, 

1. W^iat are c?e/(?c^i^;e verbs ? 

2. What are coraplete verbs ? 

3. What are redundant verbs ? 

4. Do all verbs which are not defective, form their several ele- 
ments according to the Eules already given ? 

A. All other verbs form their second element according to the 
Eules given in Lesson XLVII. ; but a considerable number do 
not form their third d^ndi fourth elements in ed, as directed in Les- 
son XL VIII. 

5. What are those verbs which form their third and fourth ele- 
ments in ed called ? 

A. They are called regular verbs. 
13 * 



150 ELEMENTS OF ENGLISH GRAMMAR. 

6. What is a regular verb? 

A. A regular verb is one whose third and fourth elements are 
formed by annexing d, or ed, to the first element. 

7. What are all other verbs called ? 
A. They are called irregular verbs. 

8. What is an irregular verb ? 

A. An irregular verb is one whose third and fourth elements 
are not formed by annexing d^ or ed^ to the first element. 

9. How do the third smd fourth elements of irregular verbs end? 
A. They end variously, and are not formed according to any 

general rule. 

10. Considered, then, with reference to the formation of their 
elements, into how many classes may verbs be divided ? 

A. Into two classes. 

11. What are they ? 

A. Eegular verbs, and irregular verbs. 

12. Are all verbs comprised in one of these classes ? 
A. All complete verbs are either regular or irregular, 

13. Are redundant verbs regular , or irregular f 

A. Some redundant verbs are irregular, and some have one 
form regular, and another irregular. 



LESSON LI. 

REGULAR VERBS. FIRST CLASS. 

1. What is a regular verb? 

2. Into how many classes may regular verbs be subdivided? 
A. Into three classes. 

3. What verbs belong to \h^ first class? 

A. All regular verbs whose first element does not end ivith a vocal, 

4. What verbs belong to the second class ? 

► A. All regular verbs whose first element ends in e, 

5. What verbs belong to the third class ? 

A. All regular verbs whose first element ends in iv or y, 

6. What does the first class comprise? 

A. All regular verbs whose first element does not end with a 
vocal. 

7. How do verbs of this class form their second, third, and 
fourth elements? 

A. Verbs of the first class form their second element by annex- 
ing ing, and their third and fourth elements by annexing ed, to 
the first element. 

8. Give an example. 

A. The verb to form. Its elements are, first, form ; second, 
forming ; third, formed ; fourth, formed. 



ETYMOLO'GY, SYNTAX, AND PROSODY. 151 

9. Give all the elements of the following verbs ; viz., disturb, 
lean, learn, act, plant, conduct, reform, protest, insist, redeem, 

10. What is the first exception under this class ? 

A. Verbs whose first element ends in c, annex kiiig to form the 
second, and ked to form the third smd fourth elements. 

11. Give an example. 

A. The verb ^^ to mimicJ^ Its elements are, first, mimic ; second, 
mimicking ; third, mimicked; fourth, mimicked. 

12. Will you give all the elements of the following verbs ; viz., 
traffic, frolic, physic, bivouac ? 

13. What is the second exception under the first class? 

A. Most verbs ending with a single / preceded by a single vo- 
cal, annex ling to form the second, and led to form the third and 
fourth elements. 

14. Give an example. 

A. The verb '^ to travelP Its elements are, first, travel ; second, 
travelling ; third, travelled ; fourth, travelled. 

15. Give all the elements of the following verbs ; viz., cancel, 
counsel, level, marvel. 

16. What is the third exception under the first class ? 

A. Monosyllabic verbs, and dissyllables whose final syllable is 
accented, and whose first element ends in b, d, g, m, n, p, r, or t, 
preceded by a single vocal, repeat their final letter before annex- 
ing ing, to form the second element, or ed to form the third and 
fourth elements. 

17. Give an example. 

A. The verb ^^ to scrub.^^ Its elements are, first, sarnb ; second, 
scrubbing ; third, scrubbed ; fourth, scrubbed. 

18. Give all the elements of the following verbs; viz., bud, im- 
bed, brag, slam, plan, wrap, defer, mat, plat, trepan. 

19. What are the elements of the verb suffer f 

A. First, suffer; second, suffering ; third, suffered; fourth, 
suffered. 

20. Why is not the r repeated in forming the second, third, and 
fourth elements ? 

A. Because the accent of the first element is not on the final 
sjdlable. 

21. What are the elements of the verb harm f 

A. First, harm; second, harming ; third, harmed; fourth, 
harmed. 

Tl. Why is not m repeated in the second, third, and fourth ele- 
ments ? 

A. Because it is not preceded by a vocal. 

23. What are the elements oi join f 

A. First, join ; second, joining ; third, joined; fourth, joined, 

24. Why is not the n repeated ? 

A. Because it is not preceded by a single vocal. 



152 ELEMENTS OF ENGLISH GRAMMAR. 

25. Will you give the elements of each of the following verbs, 
and the rules for their formation : abandon^ appall, applaud, 
defend, approve, revel, mwiic, bag, bat, shovel, dijj'er, defer, dot, 
doubt f 



LESSON LII. 

REGULAR VERBS. SECOND AND THIRD CLASSES. 

1. What regular verbs belong to the second class? 
A. All regular verbs whose first element ends in e. 

2. How do verbs of this class form their second, third, and 
fourth elements ? 

A. Verbs of the second class drop e from the first element, and 
then annex ing. to form the second element, and ed to form the 
third and fourth elements. 

3. Give an example. 

A. The verb ^^ to loveP Its elements are, first, love ; second, 
loving ; third, loved; fourth, loved. 

4. Give all the elements of the following verbs ; viz., move, shove, 
provoke, devote, fade, exude, fare, praise, hate, enlarge, engrave, de- 
termine, deliberate, elevate, 

5. What is the first exception under this class ? 

A. Verbs whose first element ends in ie, form their second ele- 
ment by changing ie into y, and then annexing ing, 

6. Give an example. 

A. The verb "to die,''^ Its elements are, first, die; second, 
dying ; third, died; fourth, died, 

7. Give all the elements of tie, vie, hie, untie, 

8. What is the second exception under this class ? 

A. The verbs singe, springe, swinge, tinge, and verbs whose 
first element ends in ee, do not drop the final e before annexing 
ing to form the second element. 

9. Give examples. 

A. The verbs singe and decree. Their elements are, first, singe ; 
second, singeing ; third, singed; fourth, singed. First, decree; 
second, decreeing ; third, decreed; fourth, decreed. 

10. Will you give all the elements of the following verbs ; viz., 
swinge, tinge, agree, springe f 

11. What verbs does the third class comprise? 

A. All regular verbs whose first element ends mw or y. 

12. How do verbs of this class form their second, third, and 
fourth elements ? 

A. Verbs of the third class form their second element by an- 
nexing ing, and their third and fourth elements by annexing ed 
to the first element. 

13. Give examples. 



ETYMOLOGY, SYNTAX, AND PROSODY. 153 

A. The verbs how and delay. First, hov^ ; second, hoicing ; third, 
bowed; fourth, hoived. First, delay ; secondj delayi?ig ; third, de- 
layed ; fourth, delayed. 

14. Will you give all the elements of the following verbs ; viz.. 
play, pray, defray, display, survey, sew, mow, 

15. What exception under this class ? 

A. Verbs ending in y, not preceded by a vocal, change y into 
i in forming the third and fourth elements before annexing ed. 

16. Give an example. 

A. The verb try. Its elements are, first, try ; second, trying ; 
third, tried ; fourth, tried. 

17. Give all the elements of deny, deify, dry, purify, glorify, 
clarify. 

18. Will you analyze the following sentences, viz. ? 
1^^. Peter followed Christ afar off. 

2d. Charity suffereth long, and is kind. 

M. The Queen of Sheba marvelled at the wisdom of Solomon. 

4dh. Gen. Grant captured Fort Donelson. 

bth. Have you studied the whole lesson ? 

19. Will you symbolize the words ? 

20. Will you parse the nouns, adjectives, and pronouns? 

21. Which are the verbs? 

22. Are they regular, or irregular? and why? 

23. Give the elements of each, and the rules for their forma- 
tion. 



LESSOX LIII. 

IRREGULAR VERBS. CLASSES. FIRST CLASS. 

1. What are irregular verbs? 

. A. All verbs whose third and fourth elements are not formed 
by annexing d, or ed, to \h^ first element. 

2. How are the third and fourth elements of irregular verbs 
formed ? 

A. They are formed variously, but not according to any gen- 
eral rule. 

3. Into how many classes may irregular verbs be subdivided? 
A. Into four classes. 

4. What verbs are comprised in the first class ? 

A. All irregular verbs, whose first diiid fourth elements are alike. 

5. What verbs belong to the second class ? 

A. All irregular verbs, whose third smd fourth elements are alike. 

6. What verbs belong to the third class ? 

A. All irregular verbs, whose first^ third, and fourth elements 
are alike.* 



154 ELEMENTS OF ENGLISH GRAMMAR. 

7. What verbs belong to the fourth class? 

A. Irregular verbs, all of whose elements are unlike. 

8. What elements are alike in the first class? 

A. In the fi7^st class, the first sind fourth elements are alike. 

9. How many verbs belong to this class ? 

A. Six; viz., come, become, overcome ; run, outrun, and overrun, 

10. What are the elements of come, become, and overcome ? 
A. First, come ; second, coming ; third, came ; fourth, come. 

First, become ; second, becoming ; third, became ; fourth, be- 
come. 

Yix^t, overcome ; second, ovei^coming ; third, overcame ; fourth, 
overcome, 

11. What are the elements of run, outrun, and overrun f 
A. First, 7^un ; second, running ; third, ran ; fourth, run. 

First, outrun; second, outrunning ; third, outran; fourth, 

outrun. 
First, overrun ; second, overrunning ; third, overran; fourth, 

overrun, 

12. Will you analyze and symbolize the following sentences ? 
1st. The boy ran from the field into the house. 

2d. Wise men came from the East to Jerusalem, 
So?. It ill becomes you, to run away from school. 
Wi, The other disciple outran Peter. 
bth. He that overcometh shall inherit all things. 

13. Will you parse the nouns, adjectives, and pronouns? 

14. Will you mention the verbs, and give their elements ? 

15. Are they defective, or complete? and why? 

16. Are they regular, or irregular? and why? 

17. To what class do they belong ? and why ? 



LESSON LIV. 

IRREGULAR VERBS. SECOND CLASS. 

1. What does the second class of irregular verbs comprise? 

A. All irregular verbs whose thii^d Sindfoiirth elements are alike. 

2. How many verbs belong to this class ? 
A. About eighty. 

3. What verb of this class begins with af 

A. Abide: its elements are, first, abide ; second, abiding ; third, 
abode; fourth, abode. 

4. How many verbs of the second cla.ss begin with b ? 

A. Eight; viz., behold, bend, beseech, bind, bleed, breed, bring, 
and buy. 

5. What are the elements of behold ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 155 

A. First, behold; second, beholding; third, beheld; fourth, 
beheld, 

6. What are the elements of bend f 

A. First, bend; second, bending ; third, bent; fourth, bent. 

7. What are the elements of beseech f 

A, First, beseech; second, beseeching ; third, besought; fourth, 
besought. 

8. What are the elements of bind ? 

A. First, bind ; second, binding ; third, bound ; fourth, bound. 

9. What are the elements of bleed f . 

A. First, bleed; second, bleedi7ig ; third, bled; fourth, bled. 

] 0. What are the elements of breed f 

A. First, breed; second, breeding ; third, bred ; fourth, bred. 

11. What are the elements of bring? 

A. First, bring; second, bringi7ig ; third, brought; fourth, 
brought. 

12. What are the elements of buy? 

A. First, buy ; second, buying ; third, bought; fourth, bought, 

13. How many verbs of the second class begin with c f 
A. Three; viz., catch, cling, and creep, 

14. What are the elements of catch f 

A. First, catch ; second, catching ; third, caught; fourth, caught, 

15. What are the elements, respectively, of cling and creep f 
A. First, cling ; second, clinging ; third, clung ; fourth, clung. 

First, creep; second, creeping ; third, crept; fourth, crept. 

16. How many verbs of the second class begin with d f 
A. Two ; viz., deal and divell. 

17. Will you give the elements of these verbs ? 

A. First, deal; second, dealing ; third, dealt; fourth, dealt. 
First, dwell; second, dwelling ; third, dwelt ; fourth, dwelt, 

18. How many verbs of the second class begin wdth e f 
A. No verbs of the second class begin with e. 

19. Will you analyze the following sentences ? 
1st. The hunter bent his bow. 

2d. The surgeon bound up the soldier's arm. 
3(i. Jane besought her father to buy a slate. 
4^A. Father caught a fish, and brought it home. 
bth. The snake crept to the top of the tree. 

20. Mention the verbs, and give their class and elements. 

21. Will you indicate the parts of speech, and parse the nouns, 
adjectives, and pronouns ? 

22. Will you write sentences containing, respectively, each of 
the verbs in this lesson ? 



156 ELEMENTS OF ENGLISH GRAMMAR. 

LESSON LY. 

IRREGULAR VERBS. SECOND CLASS — Continued. 

1. How many verbs of the second class begin with ff 
A. Six ; viz., feed^ feel, fight, find, fiee, and fiing. 

2. Will you give the elements of these verbs in order ? 
A. First, /ee5/ second, feeding ; third, fed; fourth, yet/. 

Fiist, feel; second, feeling ; third, felt; fourth, felt. 
First, fight ; second, fighting ; third, fought ; fonrth, fought. 
First, fi7id; second, findiiig ; third, found; ionrth, found. 
First, jfee/ second, fleeing ; third, fied; fourth, j^ed 
First, fiing; second, flinging ; third, flung; fourth, flung, 

3. How many verbs of the second class begin with g f 
A. Two ; viz., get and grind. 

4. Will you give the elements of these verbs ? 

A. First, get; second, getting ; third, got/ fourth, got. 

First, grind; second, grinding; third, ground ; fourth, g?^ound. 

5. How many verbs of this class begin with h f 
A. Three ; viz,, have, hear, and hold. 

6. What are the elements, respectively, of these verbs ? 
A. First, have ; second, having ; third, had ; fourth, had. 

First, hear ; second, hearing ; third, heard; fourth, heard. 
First, hold ; second, holding ; third, held; fourth, held. 

7. Do any verbs of this class begin with i or j f 
A. They do not. 

8. What one begins with k f 

A. The verb keep. Its elements are, first, keep ; second, keep- 
ing ; third, kept ; fourth, kept, 

9. How many begin with I f 

A. Five; viz., lay, lead, leave, lend, and lose. 

10. What are the elements of these verbs ? 

A. First, lay ; second, laying ; third, laid; fourth, laid. 
First, lead; second, leading ; third, led ; fourth, led. 
• First, leave; second, leaving ; third, left; fourth, left. 
First, lend; second, lending ; third, lent; fourth, lent. 
First, lose ; second, losing ; third, lost; fourth, lost. 

11. How many verbs of the second class begin with m f 

A. Six ; viz., make, meet, mislay, mislead, misspend, and misteach. 

12. What are the elements of these verbs ? 

A. First, make; second, making ; third, made; fourth, made. 
First, meet; second, meeting; third, met ; fourth, inet. 
First, mislay; second mislaying ; third, mislaid; fourth, 

mislaid. 
First, mislead; second, misleading ; third, niisled ; fourth, 

misled. 



ETYMOLOGY, SYNTAX, AND PROSODY. 157 

First, misspend; second, misspending; third, misspent; fourth, 

misspent. 
First, misteach ; second, misteaching ; third, mistaught ; 

fourth, mistaught, 

13. What verbs of this class begin witli n and o f 

A. No verb of the second class begins with n ; and the only- 
two beginning with o, are overlay and overpay. 

14. What are the elements of overlay ? of overpay f 

A. First, overlay ; second, overlaying ; third, overlaid ; fourth, 
overlaid. 
Yirsty overpay ; second, overpaying ; third, overpaid ; fourth, 
overpaid, 

15. Will you analyze the following sentences ? 

1st The soldiers fought bravely under the banner, w^hich the 
sergeant flung out to the breeze. 

2d. James found the money, which the stranger had lost. 

3c?. The farmer feeds his horses wdththe meal, which the miller 
has ground for him. 

4:th. Can you keep my book, if I leave it in your care ? 

5th. Have your mother and sisters heard the nevfs ? 

16. Will you symbolize the w^ords ? 

17. Will you parse the nouns, adjectives, and pronouns ? 

18. Will you give the Eules for the capital letters used ? 

19. Will you mention the verbs, and give their elements? 

20. Tell w^hether they are complete, and why. 

21. To which class does each belong? and why? 

22. Give the several Eules for forming their elements. ^ 



LESSON LVI. 

IRREGULAR VERBS. SECOND CLASS — Concluded, 

1. What irregular verbs does the second class comprise? 

2. Hovv^ many verbs of this class begin wdth p f 
A. Two; Yiz., pay Sind prepay. 

3. What are the elements of these verbs ? 

A. First, pay ; second, paying ; third, paid ; fourth, paid. 
First, prepay; second, prepaying ; third, prejjaid; fourth, 
prepaid. 

4. Does any verb of the second class begin with q f 
A. No one begins with q. 

5. How many begin with rf 

A. Three ; viz., relay, rend, and repay. 

6. What are the elements of these verbs ? 

14 



15S ELEMENTS OF ENGLISH GRAMMAR. 

A. First, relay ; second, relaying; third, relaid ; io\\n]i,relaid. 
First, rend; second, rending ; third, rent; fourth, reat. 
First, repay ; second, repaying ; third, i^epaid; fourth, repaid, 

7. How many begin with s f 

A. Nineteen ; viz., say, seek, sell, send, shoe, shoot, sit, sleep, sl'mig, 
shirk, speed, spend, spin, stand, stick, sting, string, sweep, swing. 

8. Will you give the elements of these verbs ? 

A. First, say ; second, saying ; third, said ; fourth, said. 

First, seek; second, seeking ; third, sought ; fourth, sought. 
First, sell; second, selling ; third, sold ; fourth, sold. 
First, send; second, seyiding ; third, sent ; fourth, sent. 
First, shoe ; second, shoeing ; third, shod ; fourth, shod. 
First, shoot ; second, shooting ; third, shot ; fourth, shot. 
First, sit ; second, sitting ; third, sat ; fourth, sat. 
First, sleep; second, sleeping ; third, slept ; fourth, slept. 
First, sling ; second, sliyiging ; third, slung; fourth, slung. 
First, slink ; second, slinking ; third, slunk ; fourth, slunk. 
First, speed ; second, speeding ; third, sped; fourth, sped. 
First, spend; second, spending ; third, spent ; fourth, spent. 
First, spin; second, spinning ; third, spun; fourth, spun. 
First, stand; second, standing ; third, stood; fourth, stood. 
First, stick ; second, sticking ; third, stuck ; fourth, stuck. 
First, sting ; second, stinging ; third, stung ; fourth, stung, 
Yirst, string ; second, striiiging ; third, strung; fourth, strung. 
First, stueep ; second, siveeping ; third, swept ; fourth, sivept. 
First, swing ; second, swingi7ig ; third, swung; fouiiii, swu7ig, 

9. How many verbs of this class begin with t f 
A. Three ; viz., teach, tell, and think. 

10. What are \he elements of these verbs ? 

A. Y \xsX, teach ; second, teaching ; third, taught ; fourth, taught. 
First, tell; second, telling ; third, told; fourth, told. 
First, think; second, thinking; 'third, thought; fourth, 
thought. 

11. How many verbs of this class begin with u f 

A. Seven ; viz., unbend, unbind, undersell, unmake , unsay, un- 
feach, and umvind. 

12. What are the elements of these verbs? 

A. First, unbend; second, unbending; third, unbent ; fourth, 

unbent. 
First, unbind; second, unbinding ; third, unbound ; fowrth, 

unbound. 
First, undersell; second, underselling ; third, undersold; 

fourth, undersold. 
First, unmake ; second, unmaking ; third, tmmade ; fourth, 

unmade. 
First, imsay ; second, unsaying; third, unsaid; fourth, 

unsaid. 



ETYMOLOGY, SYNTAX, AND PROSODY. 159 

First, unteach ; second, unteaching ; third, untaught; fourth, 

untaught. 
First, unwind; second, unwinding ; third, uniuound ; fourth, 
unwound, 
13. How many verbs of this class begin with v, x, y, and z f 
A. No verbs of the second class begin with v, x, ?/, or z. 
♦14. How many begin with w f 

A. Six ; viz., weep, win, wind, withhold, withstand, and wing, 
15. What are the elements of these verbs ? 
A. First, weep ; secand, weeping ; third, wept; fourth, icept. 
First, win; second, winning ; third, won; fourth, won. 
First, wind; second, winding; third, wound; ioMYih., wound. 
First, withhold; second, vnthholding ; third, withheld; fourth, 

withheld. 
First, withstand; second, withstanding ; third, withstood; 

fourth, ivithstood. 
First, wring ; second, wringing; third, wrung; fourth, wrung. 



LESSON LYII. 

IRHEGULAR VERBS. THIRD CLASS. 

1. What irregular verbs are comprised in the third class ? 
A. All whose j^As^f, third, Siud fourth elements are alike. 

2. How many verbs are comprised in this class ? 
A. Twenty. 

3. How many begin with b f 

A. Three; viz., beset, bespread, and burst. 

4. What are the elements of these verbs ? 

A. First, beset; second, besetting; third, beset; fourth, beset. 
First, bespread; second, bespreading ; third, bespread; fourth, 

bespread. 
First, burst ; second, bursting ; third, burst ; fourth, burst, 

5. How many begin with c f 

A. Three ; viz., cast, cost, and cut. 

6. What are their elements ? 

A. First, ca^t; second, casting ; third, ca^t; fourth, cast. 
First, cost; second, costing ; third, cost; fourth, cost. 
First, cut; second, cutting ; third, cut; fourth, cut. 

7. How many verbs of this class begin with h ? 
A. Two ; viz., hit and hurt. 

8. What are their elements? 

A. First, hit; second, hitting ; third, hit ; fourth, hit. 

First, hurt ; second, hurting ; third, hurt; fourth, hurt. 

9. What verb begins with I? 



160 ELEMENTS OF ENGLISH GRAMMAR. 

A. The verb let. Its elements are, first, let; second, letting ; 
third, let ; fourth, let. 

10. What verb begins with p f 

A. The verb put. Its elements are, first, put ; second, putting ; 
third, put ; fourth, put. 

11. How many begin with r 9 

A. Three; viz., reset, rid, and reac?. " " ^ 

12. What are their elements ? 

A. Yh^t, reset; second, 7^esetting ; third, reset ; fourth, re^g^. 
First, rid ; second, ridding ; third, rid ; fourth, rid. 
First, read; second, reading ; third, i^ead; fourth, rmd 

13. What is peculiar in the verb read f 

A. That while the form of the^r^^, third, and fourth elements 
is alike, the pronunciation is different ; the 6 in the first element 
being long, and in the third and fourth short. 

14. ITov/ many verbs of the third class begin .with s f 
A. Six ; viz., set, shed, shred, shut, split, and spread, 

15. What are the elements of these verbs ? 

A. First, set ; second, setting ; third, set ; fourth, set. 

First, shed; second shedding ; third, shed ; fourth, shed. 
First, shred; second, shredding ; third, shred; fouith, shred. 
First, sh2it; second, shutting ; third, shut; fourth, shut. 
First, split; second, splitting ; third, split; fourth, split. 
First, spread; second, spreading ; third, spread; fourth, 
spread. 

16. What verb begins with t f 

A. The verb thrust. Its elements are, first, thrust ; second, 
thrusting ; third, thrust; fourth, thrust. 

17. Will you analyze and symbolize the following sentences? 
1st. The dog was pursuing the fox. 

2d. The fox ran into a hole, and escaped. 
3c?. A hunter dug out the fox, and then the dog caught him. 
4/A. The hunter set a trap by the hole, and spread leaves on it. 
bth. The next day, another fox put his foot into the trap. 
^th. The trap sprung, and nearly cut off" the foot of the fox; 
but it held him fast till the hunter came up and killed him. 

18. Which of the verbs are regular? 

1% To which class do they belong, and what are their elements ? 

20. Which verbs are irregular? 

21. To which class do they belong, and what are their elements ? 

22. Will you parse the nouns? 

23. Will you parse the adjectives? 

24. Will you parse the pronouns'.' 

•5^5. Will you decline all the pronouns? 



ETYMOLOGY, SYNTAX, AND PROSODY. 161 



LESSON LYIII. 

IRREGULAR VERBS. FOURTH CLASS. 

1. What irregular verbs are comprised in the fourth class? 
A. Those whose elements are all unlike. 

2. How many verbs belong to this class ? 
A. Seventy. 

3. What one begins with a f 

A. Arise : its elements are, first, arise ; second, arising ; third, 
arose; fourth, arisen. 

4. How many verbs begin with h ? 

A. Six ; viz., befall, begin, betake, bespeak, blow, break. 

5. Give the elements of these verbs. 

A. First, befall; second, befalling ; third, befell ; fourth, befallen. 
First, begin ; second, beginniiig ; third, began ; fourth, begun. 
First, betake; second, betaking; third, betook ; fourth, betaken. 
First, bespeak; second, bespeaking ; third, bespoke ; fourth, 

bespoken. 
First, blow ; second, bloiving ; third, blew ; fourth, blown. 
First, break ; second, breaking ; third, broke ; fourth, broken, 

6. What verb of this class begins with c ? 

A. The verb choose: its elements are, first, choose; second, 
choosing ; third, chose ; fourth, chosen, 

7. How many begin with d ? 

A. Four ; viz., do, draw, drink, and drive. 

8. What are the elements of these verbs ? 

A. First, do; second, doing; third, did; fourth, done. 

First, draw; second, drawing; third, drew; fourth, drawn. 
First, drink ; second, drinking ; third, drank ; fourth, drunk. 
First, drive; second, driving ; third, drove; fourth, driven. 

9. How many begin with/.^ 

A. Ten; y\z., fall, fly, forbear, forego, foreknow, foresee, forgive, 
forsake, forswear, freeze. 

10. What are the elements of these verbs ? 

A. First, /a/// second, falling ; third, /<2^// fourth, fallen. 
First, fly ; second, flying ; third, flew; fourth, flown. 
First, forbear ; second, forbearing ; third, forbo7^e ; fourth, 

forborne. 
First, forego ; second, foregoing ; third, foreiuent ; fourth, 

foregone. 
First, foreknow ; second, foreknowing ; third, foreknew ; 

fourth, foreknoivn. 
First, foresee ; second, foreseeing ; third, foresaw ; fourth, 

foreseen. 

14* L 



162 ELEMENTS OF ENGLISH GRAMMAR. 

First, forgive ; second, forgiving ; third, forgave ; fourth, 

forgiven. 
First, forsake; second, forsaking ; third, forsook ; fourth, 

forsaken. 
First, forswear ; second, forswearing ; third, forswore; 

fourth, forsworn. 
First, freeze ; second, freezing ; third, froze ; fourth, frozen, 

11. How many of this class begin with gf 
A. Three ; viz., give^ go, and grow, 

12. What are their elements ? 

A. First, give ; second, giving ; third, gave ; fourth, given. 
First, go ; second, going ; third, went; fourth, gone. 
First, grow ; second, growing ; third, grew ; fourth, grown, 

13. What verb begins with k ? 

A. To know: its elements are, first, know; second, knowing; 
third, knew ; fourth, known, 

14. What two verbs begin with I ? 
A. The verbs lade and lie, 

15. What are their elements ? 

A. First, lade; second, lading ; third, laded ; fourth, laden. 
First, lie ; second, lying ; third, lay ; fourth, lain, 

16. How many verbs of \h.^ fourth class begin with m f 
A. Three ; viz., misdo, misgive, and mistake, 

17. What are the elements of these verbs ? 

A. First, misdo ; second, misdoing ; third, misdid; fourth, 

misdone. 
First, misgive ; second, misgiving ; third, misgave ; fourth, 

misgiven. 
First, mistake ; second, mistaking ; third, mistook ; fourth, 

mistaken, 

18. How many begin with o f 

A. Eight ; viz., outdo, outgi^ow, outwear, overdo, overlie, oversee, 
overtake, and overthrow, 

19. Give the elements of these verbs. 

A. First, outdo; second, outdoing; third, outdid ; fourth, outdone. 
First, outgrow ; second, outgrowing ; third, outgrew ; fourth, 

outgroivn. 
First, outwear ; second, outwearing ; third, outwore ; fourth, 

outworn. 
First, overdo; second, overdoing ; third, overdid; fourth, 

overdone. 
First, overlie; second, overlying ; third, overlay; fourth, 

overlain, 
Y'vc^t, oversee ; second, overseeing ; tliird, oversaw ; fourth, 

overseen. 
First, overtake; second, overtaking; third, overtook; fourth, 

overtaken. 



ETYMOLOGY, SYNTAX, AND PROSODY. 163 

First, overthrow ; second, overthrowing ; third, overthrevj ; 
fourth, overthrown. 

20. Name and classify the verbs of the following examples : 
1st. The farmer was bearing his produce to market, when the 

accident befell him. 

M. I will begin my address by bespeaking your attention. 

M. In the storm he betook himself to the woods ; but the wind 
blew, and broke the trees around him, so that he durst not remain. 

4:th. Henry did the chores, drew the water, and drove the cows 
to pasture. 

bth. If you fall, I will fly to your rescue. 

21. Will you analyze and symbolize the sentences ? 

22. Parse the nouns and pronouns, and give the elements of 
the verbs. 



LESSON LIX. 
IRREGULAR VERBS. FOURTH CLASS — Concluded. 

1. How many verbs of the fourth class begin with r f 
A. Three ; viz., retake^ rewrite^ and rise. 

2. What are their elements ? 

A. First, retake ; second, retaking; third, retook ; fourth, retaken. 
First, rewrite ; second, rewriting ; third, rewrote ; fourth, 

rewritten. 
First, rise ; second, rising ; third, rose ; fourth, risen. 

3. How many begin with s f 

A. Six ; viz., see^ slay, smite, steal, stinve, and swear. 

4. What are the elements of these verbs ? 

A. First, see; second, seeing ; third, saw ; fourth, seen. 
First, slay ; second, slaying ; third, slew ; fourth, slain. 
First, smite ; second, smiting ; third, smote ; fourth, smitten. 
First, steal; second, stealing ; third, stole ; fourth, stolen. 
First, strive; second, striving ; third, strove ; fourth, striven. 
First, swear ; second, sweamng ; third, swore ; fourth, sworn. 

5. How many begin with t f 

A. Four ; viz., take, tear, throw, and tread. 

6. Give their elements. 

A. First, take ; second, taking ; third, took ; fourth, taken. 
First, tear ; second, tearing ; third, tore; fourth, torn. 
First, throw ; second, throwing ; third, threw ; fourth, thrown. 
Yir^t, tread ; second, treading ; third, trod ; fonvth, trodde}i. 

7. How many verbs of this class begin with u f 

A. Five ; viz., undergo, underlie, undertake, undo, and unlade, 
all of which form their elements in the same manner as their 
simple verbs. 



161 ELEMENTS OF ENGLISH GRAMMAR. 

8. How many begin with w ? 

A. Four ; viz., wear, weave ^ write, and vnthdraw, 

9. What are the elements of these verbs ? 

A. First, wear ; second, wearing; third, wore; fourth, worn. 
First, tveave; second, weaving ; third, wove; fourth, woven. 
First, write; second, writing ; third, wrote; fourth, written. 
First, withdraw ; second, withdrawing ; third, withdrew ; 
fourth, ivithdrawn. 



LESSOR LX. 

OF REDUNDANT VERBS. CLASSES. FIRST CLASS. 

1. Considered with reference to the number of their elements, 
into how many classes may verbs be divided? 

2. What are defective verbs ? 

3. What are complete verbs? 

4. What is a redundant verb ? 

5. How can a verb have more than four elements ? 

A. It may have more than one form, in a part or all of its ele- 
ments. 

6. How are verbs redundant? 

A. One verb is redundant in its first element ; eleven are redun- 
dant in their third element ; more than thirty are redundant in 
their foicrth element; more than thirty are redundant in both the 
third and fourth elements ; and three are redundant in all the ele- 
ments. 

7. Into how many classes may redundant verbs be subdivided? 
A. Into six classes. 

8. What redundant verbs does the first class comprise ? 
A. Those which have two third, and one fourth elements. 

9. What verbs does the second class comprise? 

A. Those which have 07ie third and two fourth elements, all 
irregular. 

10. What verbs belong to the third class? 

A. Eegular verbs, which have a redundant fourth element, 
irregular. 

11. Wliat verbs belong to the fourth class? 

A. Verbs which have two third and two fourth elements, all 
irregular. 

12. What verbs belong to the fifth class? 

A. Verbs which have two third and two fourth elements, the one 
regular, and the other irregular. 

13. What verbs belong to the sixth class? 

A. Verbs which are ralundant in all their elements. 



ETYMOLOGY, SYNTAX, AND PROSODY. 165 

14. V/liat verb does not belong to either of these classes ? 

A. The verb " to 6^/' which is redundant only in the first ele- 
ment. 

15. What are its elements ? 

A. First, he J or am ; second, being; third, was; fourth, been, 

16. What redundant verbs belong to the y^r.s?^ class? 

17. How many are redundant in the third element? 

A. Eleven; viz., croiv, heave, ring, shrink, sing, sink, speak, 
spit, spring, stink, and swim. 

18. What are the elements of these verbs ? 

A. First, crotc / second, crot6?m^ / third, crew, or crowed ; fourth, 

crowed. 
First, heave ; second, heaving ; third, hove, or heaved; fourth, 

heaved. 
First, ring ; second, ringing ; third, rang, or rung ; fourth, 

rung. 
First, shrink ; second, shrinking ; third, shrank, or shrunk ; 

fourth, shrunk. 
First, sing ; second, singing ; third, sang, or sung ; fourth, 

sung. 
First, sink ; second, sinking ; third, sank, or sunk ; fourth, 

sunk. 
First, speak ; second, speaking ; third, spake, or spoke ; fourth, 

spoken. 
First, spit ; second, spitting ; third, spat, or spit ; fourth, -sp^^. 
First, spring ; second, springing ; third, sprang, or sprung ; 

fourth, sprung. 
First, stink ; second, stinking ; third, stank, or stunk ; fourth, 

stunk. 
First, sivim; second, swimming; third, swam, or sivum ; 

fourth, swum. 

19. Which of these verbs have one regular form ? 
A. The first two ; viz., croio and heave. 

20. Will you analyze the following sentences ? 
1st. First one cock crew, then the others crowed. 
2d. The earthquake heaved. 

M. He rang the bell of the church. 
^th. The congregation sang,. before he spoke. 
bth. He who would learn to swim, should not shrink from 
springing into the water. 

21. What kind of sentence is each ? 

22. Will you symbolize all the words ? 

23. Will you parse the nouns, adjectives, and pronouns? 

24. Will you name the verbs, and give their elements ? 

25. State which are regular, and which irregular. 

26. To what class does each belong ? 



166 ELEMENTS OF ENGLISH GRAMMAR. 

LESSON LXI. 

REDUNDANT VERBS. SECOND CLASS. 

1. What redundant verbs belong to the second class. 

A. Those which have one third, and two fourth elements, all 
irregular. 

2. How many verbs belong to this class ? 

A. Fourteen ; viz., hear, beat, bite, chide, get, beget, forget, hide, 
ride, outride, override, shake, strike, and tread, 

3. What are the elements of these verbs ? 

A. First, bear ; second, bearing ; third, bore ; fourth, borne, or 
born. 

First, beat ; second, beating ; third, beat; fourth, beaten, or 
beat. 

First, bite ; second, biting ; third, bit ; fourth, bitten, or bit. 

First, chide ; second, chiding ; third, chid ; fourth, chidden, 
or chid. 

First, get ; second, getting ; third, got ; fourth, gotten, or got. 

First, beget ; second, begetting ; third, begot ; fourth, begot- 
ten, or begot. 

Yirst, forget; second, forgetting ; third, forgot ; fourth, for- 
gotten, or forgot. 

First, hide; second, hiding; third, hid; fourth, hidden, or hid. 

First, ride ; second, riding; third, rode; fourth, ridden, or rid. 

First, outride; second, outriding; third, outrode; fourth, 
outridden, or outrid. 

First, override ; second, overriding ; third, overrode ; fourth, 
overridden, or overrid. 

First, shake; second, shaking ; third, shook; fourfh, shaken, 
or shook. 

First, strike; second, striking ; third, struck ; fourth, stricken, 
or struck. 

First, tread; second, treading; third, trod; fourth., trodden y 
or trod. 

4. What two meanings has the verb bear ? 

A. Bear sometimes means to carry, and then it is an irregular 
verb of the fourth class ; sometimes it means to produce young: 
then it is a redundant verb of the second class. 

5. Will you analyze and symbolize the following sentences ? 
\st. James was born in the city. 

2c?. I have forgotten the story you told me. 
3c?. Do not chide me for hiding the coat. 
Ath. The man struck the horse on which he rode. 
bfh. If you tread on the viper, he will bite you. 

6. Name the verbs, and give their elements. 

7. Parse the nouns, adjectives, and pronouns. 



ETYMOLOGY, SYNTAX, AND PROSODY. 167 



LESSON LXII. 

REDUNDANT VERBS. TEIRD CLASS. 

1. What verbs belong to tbe third class? 

A. Eegular verbs, which have a redundant fourth element, 
irregular. 

2. How many verbs belong to this class? 

A. Eighteen ; viz., clothe, grave, hew, load, reload, unload, mow, 
prove, rive, saw, seethe, shape, misshape, shave, shear, sow, swell, and 
wax, 

3. What are the elements of these verbs ? 

A. First, clothe; second, clothing ; third, clothed; fourth, clothed, 

or clad. 
First, grave ; second, graving ; third, graved ; fourth, graved, 

or graven. 
First, engrave; second, engraving ; third, engraved; fourth, 

engraved, or engraven. 
First, hew ; second, hewing ; third, hewed; fourth, hewed, 

or hewn. 
First, load ; second, loading ; third, loaded; fourth, loaded, 

or laden, 
First, reload; second, reloading ; third, reloaded; fourth, 

reloaded, or reladen. 
First, unload;- second, unloading ; third, unloaded ; fourth, 

unloaded, or unladen. 
First, mow ; second, mowing ; third, mowed ; fourth, mowed, 

or mown. 
'Fix^t, prove ; second, proving ; third, proved ; fonrth, proved, 

or proven. 
First, rive; second, riving ; third, rived; fourth, rived, or 

riven. 
First, saw; second, sawing ; third, sawed ; fourth, sawed, 

or sawn. 
First, seethe ; second, seething ; third, seethed; fourth, seethed, 

or sodden. 
First, shape; second, shaping ; third, shaped; fourth, shaped, 

or shape?!. 
First, misshape; second, misshaping ; third, misshaped; 

fourth, misshaped, or misshapen. 
First, shave; second, shaving; third, shaved; fourth, shaved, 

or shaven. 
First, shear; second, shearing; third, sheared; fourth, 

sheared, or shorn. 



168 ELEMENTS OF ENGLISH GRAMMAR. 

First, sow ; second, sowing; third, sowed ; fourth, soived, or 

S0W71. 

First, siuell; second, sweliing ; thirdy swelled ; fonrth., swelled, 

or swollen. 
First, wax ; second, waxing ; third, waxed; fourth, waxed, 
or waxen, 
4. Will you name the verbs in the following sentences, classify 
them, and give their elements ? 

1st. The rich man was clothed in purple and fine linen. 
2d. I will saw, hew, and shape the log; and then you can 
load it» 

3cZ. The man was mowing when I saw him. 

4:th. Brutus hath rived my heart. 

^th. The example is finished and proved. 

6. Will you analyze these sentences ? 

6. Will you symbolize the words ? 

7. Will you parse the nouns, adjectives, and pronouns? 

8. Will you write ten sentences, each containing one or more 
of the verbs, whose elements are given in this lesson ? 

9. Will you analyze and symbolize these sentences ? 

10. Will you the nouns ? 



LESSON LXIII. 

REDUNDANT VERBS. FOURTH CLASS. 

1. What redundant verbs belong to the fourth class? 

A. Those which have two third, and two fourth elements, all 
irregular. 

2. How many verbs belong to the fourth class ? 
A. Five ; viz., hid, cleave, eat, stride, and bestride. 
8. What are the elements of these verbs? 

A. First, bid; second, bidding; third, bade, or bid; fourth, 6/^- 
den, or bid. 
First, cleave; second, cleaving; third, cleft, or clove ; fourth, 

cleft, or cloven. 
First, eat; second, eating ; third, ate, or eat; fourth, eaten, 

or eat. 
First, stride; second, striding ; third, strode, or sirid ; fourth, 

stridden, or strid. 
First, bestride; second, bestridmg ; third, bestrode, or bestrid, 
fourth, bestridden, or bestrid. 
4. What can you say of cleave f 
A. Cleave^xs both a regular, and a redundant verb; as a reg- 



ETYMOLOGY, SYNTAX; AND PROSODY. 169 

ular verb, it means to adhere, or stick to ; as a redundant verb, it 
means to split. 

5. Will you analyze the following sentences ? 
Isf. Our Heavenly Father bids us come to Him. 
2d. The man was cleaving wood in the forest. 
Sd. The ox eats hay and grass. 

4:th. He strides too far to be graceful. 
dth. I will not bestride the horse. 

6. What kind of sentence is the first? why ? 

7. What kind is each of the others ? and why? 

8. Will you symbolize the words of each? 

9. Will you name all the verbs ? 

10. To what class does each belong ? 

11. How many classes are there of regular verbs? 

12. How are they distinguished? 

13. How many classes are there of irregular verbs? 

14. How are they distinguished ? 

15. How many classes of redundant verbs ? 

16. How are they distinguished ? 

17. What is a regular verb ? 

18. What is an irregular verb ? 

19. What is a redundant verb ? 



LESSON LXIY. 
REDUNDANT VERBS. FIFTH CLASS. 

1. What redundant verbs belong to the fifth class? 

A. Those which have two third^ and tivo fourth elements ; the 
one, regular, and the other, irregular. 

2. How many verbs belong to this class ? 

A. Twenty-three ; viz,, awahe, berea.ve, build, rebuild^ burn^ dare^ 
dig, gild, regild, gird, ungird, liang, kneel, knit, quit, shine, stave ^ 
stay, unstay, sweat, wet, and work. 

3. Will you give the elements of these verbs ? 

A. First, awake ; second, aioaking ; third, awaked and awoke ; 
fourth, awaked and OMoke. 

First, bereave; second, bereaving ; third, bereaved and be- 
reft ; fourth, bereaved and bereft. 

First, build; second, building ; third, builded and built; 
fourth, builded and built. 

First, rebuild; second, rebuilding ; third, rebuilded and re- 
built ; fourth, rebuilded and rebuilt. 

First, burn; second, buiiiing : third, burned and burnt; 
fourth, burned and burnt. 
15 



170 ELEMENTS OF ENGLISH GRAMMAR. 

First, dare ; second, daring ; third, dared and durst ; fourth, 

dared and durst. 
First, dig ; second, digging ; third, digged and dug ; fourth, 

digged and dug. 
FiYst, gild; second^ gilding ; thivd, gilded and ^i^^/# fourth, 

gilded and gilt. 
First, regild; second, regilding ; third, regilded amd regilt; 

fourth, regilded and 7'egilt. 
First, gird; second, girding ; third, girded 2Jidgirt; fourth, 

girded and girt. 
First, ungird ; second, ungirding ; third, ungirded and un- 

girt ; fourth, ungirded and ungirt. 
First, hang; second, hanging; third, hanged and hung: 

fourth, hanged and hu7ig. 
First, kneel; second, kneeling; third, kneeled and knelt; 

fourth, kneeled and knelt. 
First, knit ; second, knitting; third, knitted and knit; fourth, 

knitted and knit. 
First, quit ; second, quitting ; third, quitted and quit; fourth, 

quitted and quit. 
First, shine; second, shining; third, shined and shone; 

fourth, shined and shone. 
First, stave ; second, staving ; third, staved and stove ; fourth, 

staved and stove. 
First, stay ; second, staying ; ihirdj stayed and staid ; fourth, 

stayed and staid. 
First, unstay ; second, tmstaying ; third, unstayed and un- 

staid ; fourth, unstayed and unstaid. 
First, sweat ; second, sweating ; third, sweated and sweat ; 

fourth, sweating and stveat. 
First, wet; second, wetting; third, ivetted Sindivet; fourth, 

wetted and ivet. 
First, work; second, working ; third, worked and wrought ; 

fourth, worked and wrought, 

4. What can you say of dare f 

A. Dai^e, meaning to challenge^ is regular; but when it means 
to venture^ it is irregular in the third element, and sometimes in 
the fourth. 

5. What can you say of hang ? 

A. Hang, when used in speaking of human beings, is regular, 
but in speaking of animals and things, it is irregular. 

6. Will you analyze the following sentences ; viz. : 

Ls7. He awoke, but finding himself bereft of all his friends, 
sunk back on his pillow, and wet his couch with his tears. 

2d. The house was scarcely built, before it was burned. 

3(/. You may gild and regild a soiled character, but it will not 
shine. 



ETYMOLOGY, SYNTAX, AND PROSODY. 171 

4:th, The man who works little, will have little. 

7. Will you classify the verbs, and give their elements ? 

8. Will you symbolize all the words ? 

9. Will you parse the nouns, adjectives, an^, pronouns? 



LESSON LXV. 

REDUNDANT VERBS. SIXTH CLASS. 

1. What redundant verbs belong to the sixth class? 
A. Those which are redundant in all their elements. 

2. How many verbs belong to this class ? 
A. Three ; viz., show, strow, and hestroiv, 

3. What are the elements of shoio 9 

A. First, shoiu and sheiu ; second, shovmig and shewing ; third, 
shoived and shewed; fourth, showed and shown ; shewed and sheivn, 

4. What are the elements of strow ? 

A. Yir^t, strow and strew ; second, str owing smd streiving ; third, 
strowed and strewed ; fourth, strowed, strown ; and strevjed, strewn. 

5. What are the elements of hestrow f 

A. First, hestrow and bestrew ; second, hestrowing and bestrew- 
ing ; third, bestrowed and bestrewed ; fourth, bestrowed, bestrown, 
and bestrevjed, bestrewn. 

6. Are all the forms of redundanrverbs equally used? 
A. They are not; some are seldom used. 

7. Are any other verbs redundant ? 

A. Several others were formerly redundant ; but the redundant 
form has become nearly or quite obsolete. 

8. Give an example of this. 

A. The verb catch had formerly a regular form, besides the 
irregular one given in Lesson LIV. 

9. What were then its elements ? 

A. First, catch; second, catching ; third, catched and caught; 
fourth, catched and caught. 

10. Will you analyze the following sentences ; viz. : 
\st. He showed me a pure river of the w^ater of life. 
2d Strew flowers on the graves of the loved and fallen. 
3o?. Come near, and I will show you a curiosity. 

11. Will you symbolize the words ? 

12. Classify and give the elements of the verbs. 

13. Parse the nouns, adjectives, and pronouns. 



172 ELEMENTS OF ENGLISH GRAMMAR. 



LESSON LXVI. 

OF FKINCIFAL AND AUXILIAKY VEEBS. 

1. "WTien considered with reference to their meaning and con- 
struction, into how many classes are verbs divided ? 

A. Into two classes, transitive verbs, and intransitive verbs. 

2. What is a transitive verb ? 

A. A verb which does not make complete sense without the 
addition of an object; as, Henry struck William. 

3. What is an intransitive verb ? 

A. A verb which makes complete sense without the addition 
of an object; as, The ho j plays. 

4. When verbs are considered with reference to the formation 
of their third and fourth elements, into how many classes are 
they divided ? 

A. Into two classes ; viz., regular verbs, and irregular verbs. 

5. What is a regular verb ? 

A. One which forms its third and fourth elements by annexing 
dj or ed, to the first element. 

6. What is an irregular verb ? 

A. One which does not form its third and fourth elements by 
annexing d, or ed, to the first element. 

7. When verbs are considered with reference to the number of 
their elements, into how many classes are they divided ? 

A. Into three classes ; viz., Defective verbs. Complete verbs, and 
Redundant verbs. 

8. What is a defective verb ? 

A. A verb which has less than four elements. 

9. What is a complete verb ? 

A. A verb which has four elements. 

10. What is a redundant verb ? 

A. A verb which has more than four elements. 

11. When verbs are considered with reference to their relations 
to each other, as parts of the same verbs, into how many classes 
are they divided ? 

A. Into two classes ; viz., auxiliary said principal verbs. 

12. What is an auxiliary verb ? 

A. A verb which is prefixed to another to indicate its time, 
purpose, or manner, is an auxiliary verb. 

13. Illustrate this. 

A. When James says, ^' I will go/^ ^^will'^ is placed before 
"^o" to ex-preas, purpose and time, and is an auxiliary verb. 

14. What is a principal verb ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 173 

A. The verb to which an auxiliary verb is prefixed, is a prin- 
cipal verb. 

15. Illustrate this. . 

A. In the sentences, ^^ / will go,''^ ^^ James has come^^ " will '' 
and^'Aa^'' are the auxiliary Y^rh^j and ^' go^^ and '' come,^^ to 
which these are prefixed, are principal verbs. 

16. Which are auxiliary, and which ji^rmcipa^ verbs in each of 
the following expressions : viz., 

" James has called.'^ " We do love.'' 

" I shall write.'' " You may go." 

" Jane must stay." " Harry should study." 

17. Which verbs are used only as auxiliary verbs ? 

A. Can, could ; may, must, might; shall, should, and would, 

18. What principal verbs are also used as auxiliaries f 
A. The verbs, ''to ^" ''to do,'' "to have,'' and "to icill" 

19. Analyze, symbolize, and parse the following sentence: 
Have you seen the teacher? and did you speak to him respect- 
ing the sentence we were trying to parse ? 



LESSON LXYII. 

EXERCISES ON THE FOREGOING VERBS. 

1. Analyze the following sentences, symbolize the words, parse 
the nouns, adjectives, and pronouns ; classify the verbs, and give 
their elements. 

1st. Your brother, John, has bought Mr. Mason's new house. 

2d. Daniel W-ebster, the statesman, died at his home in Marsh- 
field. 

3c?. James may bring his slate to the class. 

^th. Clara can perform every example of the lesson. 

bth. Neither your teachers, nor your parents will be satisfied, 
unless you improve your time, and make progress in your studies. 

%th. Do you know where we can find a copy of the New Grammar ? 

1th. How strange are many of the daily incidents of life ! 

^th. I know that my Eedeemer liveth. 

MODEL. 
" Your brother, John, has bought Mr. Mason's new house." 

This expression makes complete sense, and is, therefore, a sen- 
tence. 

It is a simple sentence, because it has but one subject and 
one predicate. 
15^ 



174 ELEMENTS OF ENGLISH GRAMMAR. 

^' Yom^ brother, John/^ is the complete subject, because he is the 
person of whom the sentence speaks. 

" Has bought Mr. Mason^s new house,^^ is the complete predicate, 
because it is what is^aid of the subject. 

The essential subject is, " br other, ^^ and the essential predicate is, 
"Aa5 bought.''^ 

" Brother " is modified by the possessive " your,^^ and the ex- 
plaining noun, ^''JohnP 

" Has bought,^^ is modified by the noun ^' house,^' which is mod- 
ified by the possessive "Mr. Mason' s,^^ and by the adjective " 7iew.'^ 

The sentence may be symbolized as follows : 
Your brother, John, has bought Mr. Mason's new house. 

A A A D A A A 

" Your '' is a personal pronoun, standing for the name of the 
person who is spoken to, and is, therefore, of the masculine or 
feminine gender, second person, and singular number ; agreeably 
to Eule XVII., ''Pronouns must agree with the nouns,'' etc. 
It here limits- the noun " brother, ^^ denoting whose brother, and 
is, therefore, in the possessive case; agreeably to Eule III., "A 
noun which limits another noun," etc. 

"Brother '' is a common noun, of the masculine gender, third 
person, and singular number ; it is here the subject of the verb 
"has bought,^' and is, therefore, in the nominative case; agree- 
ably to Rule I., " The subject,'' etc. 

"John''' is a proper noun, of the masculine gender, third per- 
son, and singular number ; it is here added to the noun " brother ^ 
which is in the nominative case, to identify or explain it, and is, 
therefore, in the nominative case ; agreeably to Rule VI. 

"Has bought " is the essential predicate, and is, therefore, a verb. 

It requires the addition of an object to complete the sense ; 
hence, it is a transitive verb. 

It is irregular, because its third 2.^^ fourth elements do not end 
in ed. 

It belongs to the second class, because its third and fourth ele- 
ments are alike. 

Its elements are, first, buy; second, buying; third, bought ; fourth, 
\hought; hence, " has bought'' is a transitive, irregular verb, of the 
second class, from the verb " to buy ; " its elements are,, first, buy; 
second, buying ; third, bought; fourth, bought. 

"Mr. Mason's" is a proper noun, of^the masculine gender, third 
person, -and singular number; it here limits the noun house, de- 
noting whose house, and is, therefore, in the possessive case ; 
agreeably to Rule III., " A noun which limits," etc. 

"New" is a descriptive adjective, and is compared as follows: 
By superiority — Pos. ne^v ; comp. newer ; sup. newest. By infe- 



ETYMOLOGY, SYNTAX, AND PROSODY. 175 

riority — Pos. 7ieiv ; comp. less new ; sup. least new. It is here in 
the positive degree, qualifying the noun ^^ house,^^ and it, therefore, 
belongs to house ; agreeably to Rule XV., etc. 

^^ House ^^ is a common noun, of the third person, and singular 
number ; it here follows and depends on the transitive verb " has 
hought,^^ and is, therefore, in the objective case; agreeably to 
Eule IV., " A noun,^^ etc. 

2. Write a sentence containing a regular verb. 

3. Write a sentence containing an irregular verb. 

4. Write a sentence containing a defective verb. 

5. Write a sentence containing a redundant verb. 

6. Write a sentence containing a transitive verb. 

7. Write a sentence containing an intransitive verb. 

8. Analyze and parse the sentences you have written. 



LESSON LXVIII. 
PEOPERTIES OF VERBS. MOaD. 

1. How many properties have verbs? 

A. Verbs have four properties; viz.. Mood, Tense, Number, 
and Person. 

2. What is the meaning of the word mood f 
A. Mood means manner or form. 

3. What is meant by the " mood of a verb '' f 

A. By the mood of a verb is meant its form, or its manner of 
representing the act or state of the subject. 

4. How many moods have verbs ? 

A. Verbs have five moods ; viz., the indicative^ the potential^ the 
subjunctive, the imperative, and the infinitive, 

5. What is the indicative mood? 

A. The indicative mood is that form of the verb which is used 
in positive assertions. % 

6. Give examples of the indicative mood. 

A. ^^ John plays J^ ^^ Henry ivill not study P ^^Jane has recited her 
lesson.''^ Here ^' plays,^^ " will study, ^^ and " has recited^'' are in the 
indicative mood. 

7. What is the potential mood ? 

A. The potential mood is that form of the verb, which expresses 
permission, power, or necessity. 

8. Give examples of the potential mood. 

A. ^'JoMe may write.^^ ^^Frances can read,^^ ^^Mary must go 
horned Here " may write,^^ " can read^^ and " must go,^^ are in 
the potential mood. 



176 ELEMENTS OF ENGLISH GRAMMAR. 

9. What is the subjunctive mood ? 

A. The subjunctive mood is that form of the verb which ex- 
presses condition or uncertainty. 

10. Give examples of the subjunctive mood. 

A. ^''If he come, I shall see him^ ^'He will not be pardoned, un- 
less he repent,^^ Here " come " and " repent " are ill the subjunc- 
tive mood. 

11. What is the imperative mood? 

A. The imperative mood is that form of the verb which com- 
mands, or expresses authority. 

12. Give examples of the imperative mood. 

A. ^'Go thour '' Repent yer Here "' go^'' and ^^ repenV^ are in 
the imperative mood. 

13. What is the infinitive mood? 

A. The infinitive mood is that form of the verb which expresses 
its action or state in an abstract or general manner. 

14. Give examples of the infinitive mood. 

A. "7b ^6," ''to doy^ "to love^^ ''to have endured^^ are all in the 
infinitive mood. 

15. Are all the elements of the verb found in each mood ? 

A. They are not. The third element is found only in the in- 
dicative, and the subjunctive moods. 



LESSON LXIX. 

PROPERTIES OF VERBS. TENSE. 

1. What is the meaning of the word tense f 
A. Tense, as used in Grammar, means time. 

2. What is meant by the tense of a verb f 

A. The form by which it indicates the time of an action, event, 
or state. 

3. How many tenses have verbs ? 

A. Verbs have six tenses ; viz., the present, the past, the future, 
t\\Q^ present perfect, the past peifec^, and the future perfect. 

4. What is the present tense ? 

A. That form of the verb which denotes present action or state ; 
as, "The men ar€ walking J^ "Boys playj^ 

5. What is the past tense? 

A. That form of the verb which denotes action or existence, 
either as completed, or as continuing, in past time ; as, " John 
was v)riting a letter." " Henry went home." 

6. What is the future tense? 

A. That form of the verb which denotes action or state at a 
future time. " Jesse will write.^^ " I shall go.^^ 

7. What is the present perfect tense? 



ETYMOLOGY, SYNTAX, AND PROSODY. 177 

A. That form of the verb which denotes action or state, as 
commenced in past time, but continuing to, or completed at, the 
present time ; as, '' Father has written a letter this morning." 
" Jane has been from home for a week." 

8. What is the ^as^ ^ez/ec^ tense ? 

A. That form of the verb which denotes an action or state as 
existing or completed prior to some past time mentioned; as, 
" I had finished the work, when you arrived.'' 

9. What is i]iQ future perfect tense? 

A. That form of the verb which denotes action or state that 
will be going on or completed at or before some future time men- 
tioned. " I shall have recited at two o'clock." 

10. Will you give a brief summary of the meaning of the sev- 
eral tenses ? 

A. The present tense represents present time. 
The past tense represents pa^t time. 
The future tense Teipresents future time. 
The present perfect tense represents »a5i^ time continuing to the 

present. 
The past perfect tense represents past time before another past 

time. 
The future perfect tense represents /z^^wre time before another 

future time. 



LESSON LXX. 

PROPERTIES OF VERBS. NUMBER AND PERSON. 

1. What is meant by the person of a verb? 

A. The form by which it denotes the person of its subject ; as, 
I love ; thou lovest ; he loves. 

2. How many persons have verbs ? 

A. Verbs have three persons ; viz., the first, the second, and the 
third. 

3. What is the first person? 

A. That form of the verb, which denotes that its subject is the 
person who is speaking. 

4. What is the second person ? 

A. That form of the verb which denotes that its subject is the 
person who is spoken to. 

5. What is the third person? 

A. That form of the verb which denotes that its subject is the 
person who is spoken of. 

6. When, then, is a verb of the first person ? 
A. When its subject is of the first person. 

7. When is a verb of the second person? 

M 



178 ELEMENTS OF ENGLISH GRAMMAR. 

A. When its subject is of the second person. 

8. When is a verb of the third person ? 

A. When its subject is of the third person. 

9. What is meant by the number of a verb ? 

A. The form by which it denotes the unity, or the plurality of 
its subject. 

10. How many numbers have verbs ? 

A. Verbs have two numbers; Viz., IYlq singular sjidiih^ plural. 

11. What is the singular number of a verb? 

A. The form by which it denotes that its subject is only one 
person or thing. , 

12. What is the plural number of a verb? 

A. The form by which it denotes that its subject is more than 
one person or thing. 

13. When, then, is a verb of the singular number? 
A. When its subject is singular. 

14. When is a verb of the plural number ? 
A. When its subject is plural. 

15. In what respects, then, does a verb agree with its subject? 
A. In number and person. 

16. What Rule is based on this agreement? 

A. Eule XVIII. A finite verb must agree with its subject in 
number and person. 



LESSON LXXI. 

OF THE INDICATIVE MOOD. 

1. What is the indicative mood? 

A. That form of a verb which is used m direct assertions. 

2. Give examples of the indicative mood. 

A. " The boys are plaijing .^^ '^ John will not learn.^' ^^Has Jane 
recited her lesson ? '' Here, " are playing ^^ ." will learUj' and 
" has recited,^^ are in the indicative mood. 

3. How many tenses has the indicative mood ? 

A. The indicative mood has six tenses. • 

4. What is the form of the m^iQoXiyQ present? 

A. The indicative present consists simply of the first element 
of the verb ; as, I am ; I do ; I love. 

5. What exceptions to this rule? 

A. For the sake of emphasis, or interrogation, do is sometimes 
prefixed to the first element ; as, I do love ; do I love f 

6. What is the form o^ihe^past tense of the indicative mood? 
A. The indicative past consists of the third element of the 

verb ; as, I wa^ ; I loved. 



ETYMOLOGY, SYNTAX, AND PROSODY. 179 

7. What exception in the formation of this tense? 

A. For the sake of einphasis, or interrogation^ the past tense is 
sometimes formed by placing the auxiliary did before the first 
element ; as, I did love ; did I love ? 

8. How is the indicative future formed? 

A. By placing shall or will before the^r^^ element; as, I shall 
write ; I will study. 

9. How is the indicative present perfect formed ? 

A. By placing have before the fourth element; as, I have loved, 

10. How is the indicative past perfect formed 2 

A. By placing Aac^ before the fou7^th element; as, I had loved, 

11. How is the indicative future perfect formed? 

A. By placing shall have, or will have, before the fourth element ; 
as, I shall have loved ; I will have written. 

12. What are the words placed before the first and fourth ele- 
ments to form the moods and tenses, called ? 

A. They are called auxiliary verbs. 

13. What are the elements to which these auxiliaries are pre- 
fixed called? 

A. They are called principal verbs. 



LESSON LXXII. 
OF THE POTENTIAL MOOD. 

1. What is the potential mood? 

A. The potential mood is that form of the verb which denotes 
permission, power, or necessity. 

2. How many tenses has the potential mood ? 
A. The potential mood has/oi^r tenses. 

3. Which are they? 

A. They are commonly known as the present, the past, the present 
perfect, and the past perfect tenses. 

4. How {^future time expressed in this mood? 

A. The forms called the present and past tenses, represent fu- 
ture, as frequently as present time. 

5. Why are they named the present and the past tenses? 

A. Because the same auxiliaries are used when the time is fu- 
ture, as when it {^present or past. 

6. Give an illustration of this. 

A. When I say, ^'John can go now,^^ I use the same auxiliary, 
and the same element of the principal verb, as when I say, "John 
can go next week,^^ or "next yearJ^ 

7. How then shall we determine, whether the time is present or 
future f 



180 ELEMENTS OF ENGLISH GRAMMAR. 

A. By the words with which the verb is connected. 

8. How is the present potential formed ? 

A. By placing may, can, or must before i\\Q first element of the 
principal verb ; as, '' He may write; " '' We can go ; " " They must 
study.'' 

9. How is i\iQ past potential formed ? 

A. By prefixing might, could, would, or should, to the first 
element of the principal verb ; as, " He might go; " " We could 
play." 

10. Does this tense represent past time ? 
A. Rarely, if ever. 

11. Why then is it called the past tense? 

A. Because the auxiliaries, might, could, would, and should, are 
supposed to be the third elements of the auxiliaries, may, ca7i, 
will, and shall ; and the third element is used only in the paiit 
tense. 

12. How is th.e present perfect potential formed ? 

A. By placing may have, com have, or raust have, before the 
fourth element of the principal verb ; as, " He may have gone ; '' 
*' They must have written." 

13. How is t\ie past perfect potential formed? 

A. By placing might have, could have, would have, or should 
have, before the fourth element of the principal verb ; as, ^^ They 
should have studied; " ^' We could have gone." 



LESSON LXXIII. 

OF THE SUBJUNCTIVE MOOD. 

1. What is the subjunctive mood? 

A. The subjunctive mood is that form of the verb which ex- 
presses condition, or uncertainty, 

2. How many tenses has the subjunctive mood? 
A. The subjunctive mood has six tenses. 

3. How may the several tenses of the subjunctive mood be 
formed ? 

A. By prefixing if, though, although, unless, lest, etc., to the cor- 
responding tenses of either the indicative, or the potential mood. 

4. What other change is required ? 

A. The terminations of the second and third persons of the 
sin^^ular number, are omitted, and the same form of the verb is 
used, as in the first person. 

0. Illustrate this. 

A. Instead of saying, " If I write; " " If thou writest ; " " If 
he writes ; " we say, " If I write ; " '' If thou lorite ; " " If he write:' 



ETYMOLOGY, SYNTAX, AND PROSODY. 181 

6. What, then, will b& the second person singular of the verb 
to love, in the subjunctive mood, and present tense ? 

A. In common language, '' If thou love ; ^^ in emphatic language, 
''If thou do lover 

7. What is the first person singular of the same tense ? 
A. ''If I love; '' or, " if I do love.'' 

8. What is the first person singular of ih.Q past tense? 
A. "If I loved ; '' or, " if I did loveP 

9. What is the first person singular of the future tense? 
A. ''If I shall love ; '' or, " if I will loveP 

10. What of the present perfect 'teniae "i 
A. "If I have loved,'' 

11. What of the past perfect tense? 
A. "If I had loved." 

12. What of the future perfect tense? 

A. "If I shall have loved; " or, " if I will have loved." 

13. In what mood and tense is each of the following verbs ; 
viz., "Has gone" "did write" " will have" "if you study," " do I 
love" " we will form" " if they prove" 

A. Model: 

"Has gone " is formed, by prefixing the auxiliary has to the 
fourth element of the verb " to go ; " and is, therefore, in the 
present perfect tense, of the indicative mood. 

14. Give the elements of each of the above verbs. 

15. Which are regular, and to w^hich class do they belong? 

16. Which are irregular, and to which class do they belong? 

17. Write sentences which shall severally contain each of these 
verbs. 

18. Analyze, symbolize, and parse these sentences. 



LESSON LXXIV. 

OF THE IMPERATIVE AND INFINITIVE MOODS. 

1. What is the tmpera^n'e mood ? 

A. That form of the verb which is used in expressing a com- 
mand. 

2. Give examples of the imperative mood. 

A. Whe^ I say, "Go thou ; " " study ye; " " sit still ; " the verbs 
" go" " study" and sit, are in the imperative mood. 

3. To what tense and person, is the imperative mood limited ? 
A. The imperative mood is found only in the present tense, and 

the second person. 

4. How does its form differ from that of the indicative present? 
A. In the indicative present, the subject precedes the verb ; but 

16 



182 ELEMENTS OF ENGLISH GRAMMAR. 

in the imperative present, tlie subject either follows the verb, or 
comes between the auxiliary and the principal verb. 

5. What is always the subject of the imperative mood? 

A. Thou or you in the singular number, and ye or you in the 
plural number. 

6. Is the subject always expressed? 

A. As the subject is always present, and, therefore, known, it is 
frequently omitted. 

7. What is the infinitive mood ? 

A. That form of the verb which expresses its action or state in 
an abstract and general manner. 

8. Give examples of the infinitive mood. 

A. To go ; to write ; to have gone ; to have loved^ are in the in- 
finitive mood. 

9. How many tenses has the infinitive mood ? 

A. The infinitive mood has tw^o tenses ; viz., the present, and 
the present perfect. 

10. How is the present infinitive formed? 

A. By prefixing to to the first element of the verb. 

11. How is the present perfect infinitive formed? 

A. By prefixing to have to the fourth element ; as, to have gone, 

12. Is to ever omitted before the infinitive mood ? 

A. To is generally omitted before the infinitive, w^hen the prin- 
cipal verb is preceded by either of the following verbs ; viz., bid, 
darCj feel, hear, let, make, see, and sometimes after behold, have, and 
need. 

13. Is the form of the infinitive varied to agree vrith a subject? 
A. The infinitive has no personal subject, and, therefore, no 

person or number. 

14. In what tense are each of the following verbs; viz., to 
have ; to follow ; to have expressed ; to act ; to have studied ; to have 
written ; to love, 

15. Will you analyze each of the following sentences ? 
1.^^. August is the last month of Summer. 

Id. James found his lost brother and sister. 
^d. Some men are more anxious to secure their own honor, than 
the happiness of those around them. 
^th. Jennie heard the clock strike. 
bth. I intended to have a perfect lesson to-day. 

16. Will you symbolize the words ? 

17. Will you parse all the nouns? 

18. Will you parse all the adjectives ? 

19. Will you parse all the pronouns? 

20. Name all the verbs, and give their elements. 

21. Which are regular, and which irregular? 

22. Which are transitive, and which intransitive? 

23. What is the mood, tense, number, and person of each ? 



ETYMOLOGY, SYNTAX, AXD PROSODY. 183 

LESSON LXXV. 

OF THE PARTICIPLE. 

1. When the second element of a verb has no auxiliary, what is 
its construction? 

A. It is used either as an adjective or a noun. 

2. Give an example of the second element used as an adjective. 
A. When I say, " The loving bride knelt at the altar / ^^ ^Hoving,^^ 

the second element of to love, is used as an adjective. 

3. Give an example of the second element used as a noun. 

A. When I say, ^' writing is an important branch of education ; ^' 
" writing *' is used as a noun. 

4. What are words so used called ? 
A. They are called participles. 

5. Why are they called participles ? 

A. Because they are partly verbs, and partly nouns or adjectives. 

6. How is this explained? 

A. They have thQforni and meaning of verbs, and the construc- 
tion of nouns or adjectives. 

7. Is any other element 2i participle f 

A. Th.^ fourth element is a participle whenever it has no aux- 
iliary, and, also, when it is preceded by being, having, or having 
been: as, loved; being loved ; having loved ; having been loved, 

8. Name the participles in the following sentences, and tell 
whether they are used as nouns or adjectives. 

1st. Napoleon, having defeated the armies of Austria, advanced 
to Eussia. 

M. The praying man will, if sincere, be conscientious in every 
duty. 

M. The people marched boldly on, rejoicing and singing. 

4dh. Being drenched with rain, they stopped at the nearest hotel. 

bth. Having been routed and defeated again and again, they 
were forced to surrender. 

<oth. By keeping the company of knaves, the honest man loses 
his reputation and character. 

9. Which of the participles are present f 
" A. Loving, and being loved. 

10. Which is the past participle? 

A. The fourth element used without an auxiliary. 

11. Which are the past perfect participles? 

A. The fourth element preceded by either haviiig, or having 
been ; as, Having loved; having been loved. 



181 ELEMENTS OF ENGLISH GRAMMAR. 

LESSOT^ LXXYI. 

THE CONJUGATION OF A VERB. 

1. What is the meaning of the word conjugation f 

A. Conjugation means arranging and joining together. 

2. What is meant by the conjugation of a verb f 

A. Tlie complete arrangement of its several forms, moods, 
tenses, numbers, and persons. 

3. How many/orms of conjugation are there? 

A. There are three forms of conjugation, called the common, 
the progressive, and the passive forms. 

4. How do the common and progressive forms differ from the 
passive f 

A. In the common and progressive forms, the subject of the 
verb is the agent ; but in the passive form the subject of the verb 
is the object. 

5. How does the common form differ from the progressive f 

A. In the common form the action or state represented is com- 
plete, in the progressive form it is incomplete. 

6. What verb has only the common form of conjugation ? 
A. The verb to be has only the common form ? 

7. What verbs have both the common and progressive forms? 
A. All intransitive verbs except the verb to be. 

8. What verbs have the th7^ee forms of conjugation ? 

A. All transitive verbs have three forms of conjugation. 

9. What is the meaning of the word synopsis f 
A. Synopsis means a general view or outline. 

10. What fs meant by the synopsis of a verb ? 

A. An outline of its forms, consisting of the first person singu- 
lar of each tense of its several moods. 

11. Is the first person singular essential? 

A. It is not ; any other person, either singular or plural, may 
be used. 

12. What is the giving in regular order of the several persons 
of both numbers of any tense called ? 

A. It is called the inflection of that tense. 

13. Of what verb should the conjugation, synopsis, and inflection 
be first studied ? '■ 

A. Of the verb to be. 

14. Why? 

A. Because, if its single form be well studied, and thoroughly 
mastered, all the forms of any other verb may be easily determined. 

15. Of what forms is the verb to be the auxiliary? 
A. Of both the progressive and the passive forms. 



ETYMOLOGY; SYNTAX, AND PROSODY. 185 

LESSON LXXYII. 
CONJUGATION OF THE VERB "TO BE." INDICATIVE MOOD. 

1. How many forms has the verb to he ? 

A. The verb to be has only the common form of conjugation. 

2. Will you give the elements of to be f 

A. First, be or am ; second, being ; third, was ; fourth, been, 

3. Will you give the synopsis of the indicative mood? 
A. Present Tense, I am, 

Pa^t Tense, I was, 

Future Tense, I shall or will be, 

Present Perfect Tense, I have been, 

Past Perfect Tense, I had been, 

Future Perfect Tense, I shall or will have been. 

4. Will you inflect the present tense f 

A. Singular. Plural. 



1st Per. I am, 
2d Per. Thou art, 
3(Z Per. He is ; 




1st Per. We are, 

2d Per. Ye or you are, 

2>d Per. They are. 


5. Will you inflect the past 
A. Singular. 


tense f 


Plural. 


1st Per. I was, 

2d Per. Thou wast, 

3c? Per. He was ; 




1st Per. We were, 

2d Per. Ye or you were, 

M Per. They were. 



6. '^Wl J 0Vi\rAQQ\jt}iQ future tense? 

A. Singular. Plural. 

1st Per. I shall or will be, 1st Per. We shall or will be, 

2d Per. Thou shalt or wilt be, 2d Per. Ye or you shall or will be, 

Zd Per. He shall or will be; M Per. They shall or will be. 

7. Will you inflect the present perfect tense f 

A. Singular. Plural. 

1st Per. I have been, 1st Per. We have been, 

2d Per. Thou hast been, 2d Per. Ye or you have been, 

M Per. He has been ; M Per. They have been. 

8. Will you inflect th.^^ past perfect tense? 

A. Singular. Plural. 

1st Per. I had been, 1st Per. We had been, 

2d Per. Thou hadst been, 2d Per. Ye or you had been, 

M Per. He had been ; M Per. They had been. 
16^ 



186 ELEMENTS OF ENGLISH GRAMMAR. 

9 Will you inflect ih^Q future perfect tense ? 

A. Singular. Plural. 

1st Per. I shall or will have 1st Per. We shall or will have 

been, been, 

2d Per. Thou shalt or wilt M Per. Ye or you shall or will 

have been, have been, 

^d Per. He shall or will have Sc? Per. They shall or will have 

been ; been. 

10. What auxiliary is used in ih^ future tense? 

11. What one in i\iQ present perfect tense? 

12. What one in the past perfect tense? 

13. What one in i\iQ future perfect tense? 

14. Name the auxiliaries of the several tenses in order. 

15. Of what tense is have the auxiliary ? 

16. How is each tense formed? 



LESSON LXXVIII. 
CONJUGATION OF '*T0 BE." POTENTIAL MOOD. 

1. How many tenses has the potential mood? 
A. The potential mood has four tenses. 

2. Which are they ? 

A. Th.Q present, th^past, t\iQ present perfect, and ih.e past perfect 
tenses. 

3. How {^future time expressed in the potential mood? 

4. Will you give the synopsis of to be in the potential mood? 
A. Present, 1 may, can, or must be. 

Past, 1 might, could, would, or should be, 

Present Perfect, I may, can, or must have been. 

Past Perfect, I might, could, would, or should have been. • 

5. Will you inflect the present tense ? 

A. Singular. Plural. 

1st Per. I may, can, or must be, 1st Per. We may, can, or must be, 

2d Per. Thou mayest, canst, 2d Per. Ye or you may, can, or 

or must be, must be, 

3cZ Per. He may, can, or 3(i Per. They may, can, or must 

must be ; be. 

6. Will you inflect the past tense? 

A. Singular. Plural. 

1st Per. I might, could, would, 1st Per. We might, could, would, 
or should be, or should be. 



ETYMOLOGY; SYNTAX, AND PROSODY. 187 

2d Per. Thou miglitst, couldst, 2d Per. Ye or you might, could, 
wouldst, or shouldst be, would, or should be, 

M Per. He might, could, M Per. They might, could, 
would, or should be ; would, or should be. 

7. Will you inflect ih.Q present perfect tense? 

A. SiNGULAK. Plural. 

1st Per. I may, can, or must 1st Per. We may, can, or must 

have been, have been, 

2d Per. Thou mayst, canst, or 2d Per. Ye or you may, can, or 

must liave been, must have been, 

M Per. He may, can, or must So? Per. They may, can, or must 

have been ; have been. 

8. Will you inflect the past perfect tense ? 

A. Si:n^gular. Plueal. 

1st Per. I might, could, would, 1st Per. We might, could, would, 

or should have been, or should have been, 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst, or shouldst have would, or should have been, 

been, 

M Per. He might, could, Zd Per. They might, could, 

would, or should have been ; would, or should have been. 

9. What element of the principal verb is used in the present 
tense ? 

10. What element in the past tense ? 

11. What element in t\Q present perfect tense? 

12. What element in the past perfect tense? 

13. What is the auxiliary in \hQ present tense? 

14. What in the past tense ? 

15. What in ih.e present perfect tense? 

16. What in XYlq. past perfect tense? 

17. 'Which of these tenses represent either present or future 
time? 

18. How can we determine the time of these tenses ? 



LESSON LXXIX. 

CONJUGATION OF <'T0 BE." SUBJUNCTIVE MOOD. 

1. How many tenses has the subjunctive mood? 
A. The subjunctive mood has six tenses. 

2. How are these tenses formed ? 

A. By prefixing if, though^ unless , etc., to the corresponding 
tenses of the indicative or the potential mood. 



188 ELEMENTS OF ENGLISH GRAMMAR. 

3. Will you give the synopsis of to he in the subjunctive mood ? 
A. Present Tense, If I am, or if I be, 

Fast Tense, If I was, or if I were, 

Future Tense, If I shall or will be, 

Fresent Ferfect Tense, If I have been, 

Fast Ferfect Tense, If I had been. 

Future Perfect Tense, If I shall or will have been. 

4. Will you inflect the present tense ? 

A. Singular. Plukal. 

1st Per. If I am, or if I be, 1st Per. If we are, or if we be, 

2d Per, If thou art, or if 2d Per. If ye or you are, or if ye 

thou be, or you be, 

Zd Per, If he is, or if he be ; 3(i Per. If they are, or if they be. 

5. Will you inflect the past tense ? 

A. Singular. Plural. 

1st Per. If I was, or if I were, 1st Per. If we were, 
2d Per. If thou wast, or if 2d Per. If ye or you were, 

thou w^ere, 
3(i Per. If he was, or if he were; 3cZ Per. If they were. 

6. Will you inflect i\iQ future tense? 

A. Singular. * Plural. 

1st Per. If I shall or will be, 1^^ Per. If we shall or will be, 

2d Per. If thou shall or will 2d Per. If ye or you shall or 

be, will be, 

Zd Per. If he shall or will be ; M Per. If they shall or will be. 

7. Will you inflect \hQ present perfect tense? 

A. Singular. Plural. 

1st Per. If I have been, 1st Per. If we have been, 

2c? Per. If thou hast, or have 2d Per. If ye or you have been, 

been, 

M Per, If he has, or have been ; M Per. If they have been. 

8. Will you inflect the past perfect tense ? 

A. Singular. Plural. 

1st Per. If I had been, 1st Per. If we had been, 

2d Per. If thou hadst or had 2d Per. If ye or you had been, 

been, 

3(i Per. If he had been ; Zd Per. If they had been. 

9. Will you inflect th.Q future perfect tense? 

A. Singular. Plural. 

1st Per. If I shall or will have 1.9^ Per. If we shall or will have 
been, been. 



* ETYMOLOGY, SYNTAX, AND PROSODY*. 189 

2d Per. If thou shalt or wilt 2d Per, If ye or you shall or 
have been, or if thou shall or will have been, 
will have been. 

M Per. If he shall or will M- Per. If they shall or will 
have been ; have been. 

10. AVill you give the synopsis of the third person singular ? 

11. Of the second person singular? 

12. Of the second person plural ? 



LESSON LXXX. 

CONJUGATION OF *'T0 BE." IMPEEATIVE AND INFINITIVE 
MOODS AND PARTICIPLE. 

1. How many tenses has the imperative mood ? 

A. The imperative mood has only the present tense. 

2. How many persons has this mood ? 

A. The impejjative mood has only the second person. 

3. Will you inflect the imperative mood of the verb to he ? 
A. SixGULAn. Plural. 

1.5^ Per. Wanting. 1st Per. Wanting. 

2d Per. Be thou, or do thou 2d Per. Be ye or you, or do ye or 

- be, you be. 

Zd Per. Wanting. M Per. Wanting. 

4. How many tenses has the infinitive mood ? 

A. The infinitive mood has two tenses ; viz., The present and 
the present perfect, 

5. How many persons and numbers has this mood ? 

A. The infinitive mood has neither person nor number. 

6. Will you give the infinitive tenses of to be f 
A. Present Tense, To be, * 

Present Perfect Tense, To have been. 

7. How many participles has this verb ? 

A. The verb to be has three participles; viz., i\iQ present, the 
past, and the past perfect, 

8. Are the participles varied or inflected ? 
A. They are not. 

9. What is \h.Q present participle of to be f 
A. The present participle of to be, is being, 

10. 'W\i2it i^ t}iQ past participle f 

A. The past participle of to be, is been, 

11. What is IYlq past perfect participle t 

A. The past perfect participle of to be, is, having been. 



190 



ELEMENTS OF ENGLISH GEAMMAR. 



12. Will you give the entire synopsis of to he f 
A. 



Tenses. 


Indicative. 


Potential. 


Subjunctive. 


Imperative. 


Infinitive. 


Part, 


Present. 
Past. 

Future. 


I am, 
I was, 

I shall or will 
be, 


I may, can, or 
must be, 

I might, could, 
would, or 
should be, 


If 1 be. 
If I were, 

If I shall or 
will be, 


Be thou, or 
do thou be, 


To be, 


Beiiig. 
Been. 


Present 
Perfect. 


I have been, 


I may, can, or 
must have 
been, 


If I have 
been. 




To have 
been, 




Past 
Perfect. 


I had been, 


I might, could, 
would, or 
should have 


If I had been. 






Hav- 
ing 
been. 


Future 
Perfect. 


I shall or will 
have been. 


been. 


If I shall or 
will have 
been. 









13. Inflect all the tenses of the indicative mood. 

14. Inflect all the tenses of the potential mood.^ 

15. Inflect all the tenses of the subjunctive mooa. 

16. Inflect the imperative mood. 



LESSON LXXXI. 

COMPLETE CONJUGATION OF THE VERB ^*T0 BE." 



INDICATIVE MOOD. 
Present Tense, 

Plural. 
1^^ Per. We are, 
2d Per. Ye or vou are, 
Sd Per. They are. 
Past Tense. 

Plural. 
1st Per. We were, 
2d Per. Ye or you were, 
Sd Per. They were. 

Future Tense. 
Singular. Plural. 

\st Per. I shall or will be, \st Per. We shall or will be, 
2d Per. Thou shalt or wilt be, 2d Per. Ye or you shall or will be, 
M Per. He shall or will be; M Per. They shall or will be. 



Si:n^gular. 
1st Per. I am, 
2d Per. Thou art, 
M Per. He is ; 

Singular. 

1st Per. I was, 

2d Per. Thou wast, 

Zd Per. He was ; 



ETYMOLOGY; SYNTAX, AND PROSODY. 191 

Present Perfect Tense, 
Singular. Plueal. 

1st Per. I have been, 1st Per. We have been, 

2d Per. Thou hast been, 2d Per. Ye or you have been, 

3o? Per. He has been ; 2>d Per. They have been. 

Past Perfect Tense. 
Si:n-gulae. Plural. 

1st Per. I had been, 1st Per. We had been, 

2d Per. Thou hadst been, 2d Per. Y"e or you had been, 

2>d Per. He had been ; M Per. They had been. 

Future Perfect Tense. 
Singular. Plural. 

1st Per. I shall or will have 1st Per. We shall or will have 

been, been, 

2d Per. Thou shalt or wilt 2d Per. Ye or you shall or will 

have been, have been, 

8c? Per. He shall or will have ScZ Per. They shall or will have 
been ; have been. 

POTENTIAL MOOD. 

Present Tense. 

Singular. Plural. 

1st Per. I may, can, or must be, 1st Per. We may, can, or must be, 

2d Per. Thou mayst, canst, or 2d Per. Ye or you may, can, or 

must be, must be, 

Zd Per. He may, can, or must M Per. They may, can, or must 

be ; be. 

Past Tense. 

Singular. Plural. 

1st Per. I might, could, would, Is^ Per. We might, could, would, 

or should be, or should be, 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst, or shouldst be, would, or should be, 

M Per. He might, could, 2>d Per. They might, could, 

would, or should be ; would, or should be. 

Present Perfect Tense. 

Singular. Plural. 

1st Per. I may, can, or must 1st Per. We may, can, or must 

have been, have been, 

2d Per. Thou mayst, canst, or 2d Per. Ye or you may, can, or 

must have been, must have been, 

M Per. He may, can, or must M Per. They may, can, or must 

have been ; have been. 



192 ELEMENTS OF ENGLISH GRAMMAR. 

Past Perfect Tense. 

Singular. . Plural. 

\st Per. I might, could, would, 1st Per. We might, could, would, 

or should have been, or should have been, 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst, or shouldst have would, or should have been, 
been, 

3c? Per. He might, could, 2>d Per. They miglit, could, 

would, or should have been ; would, or should have been. 

SUBJUNCTIVE MOOD. 
Present Tense. 
Si:n'gulae,. Plural. 

1st Per. If I am, or if I be, 1st Per. If we are, or if we be, 
2d. Per. If thou art, or if 2d Per. If ye or you are, or if ye 

thou be, or you be, 

Zd Per. If he is, or if he be ; M Per. If they are, or if they be. 

Past Tense. 
Singular. Plural. 

1st Per. If I was, or if I were, 1st Per. If we were, 
2d Per. If thou wast, wert, or 2d Per. If ye or you were, 

were, 
SdPer. If he was, or if he were; ,Sd Per. If they were. 

Future Tense. 
Singular. Plural. 

1st Per. If I shall or will be, 1st Per. If we shall or will be, 
2d Per. If thou shall or will 2d Per. If ye or you shall or 

be, or if thou shalt or will be. will be, 
Sd Per. If he shall or will be ; M Per. If they shall or will be. 

Present Perfect Tense. 
Singular. Plural. 

1st Per. If I have been, 1st Per. If we have been, 

2d Per. If thou have or hast 2d Per. If ye or you have been, 

been, 
MPer. If hehave,orhasbeen; Sd Per. If they have been. 

Past Perfect Tense. 
Singular. Plural. . 

1st Per. If I had been, 1st Per. If we had been, 

2d Per. If thou hadst or had 2d Per. If ye or you had been, 

been, 
2>d Per. If he had been ; M Per. If they had been. 

Future Perfect Tense. 
Singular. Plural. 

1st Per. If I shall or will have l^t Per. If we shall or will have 
been, been, 



ETYMOLOGY, SYNTAX, AND PROSODY. 193 

2d Per. If thou shall or will 2d Per, If ye or you shall or 

have been, will have been, 

3c? Per. If he shall or will Zd Per. If they shall or will have 

have been ; been. 

IMPERATIVE MOOD. 
Present Tense. 
Singular. Plural. 

1st Per. 1st Per. 

2d Per. Be thou, do thou be ; 2d Per. Be ye or you, or do ye 

or you be. 
M Per. M Per. 

INFINITIVE MOOD. 
Present Tense, To be, 
Present Perfect Tense, To have been. 

PARTICIPLES. 
Present Participle, Being, 
Past Participle, Been, 
PcLst Perfect Participle, Having been. 

What is said of been as the past participle ? 

A. Been is never used alone as a participle ; it is only found as 
the fourth element of the verb to he, and as such is always pre- 
ceded by an auxiliary. 

LESSON L XX XI I. 

PARSING OF THE VERB ''TO BE," AND EXERCISES. 

1. What should be told in parsing a verb? 

A. The part of speech, and of what kind and class ; the form, 
mood, tense, number, person, and subject ; and the Eule for its 
agreement. 

2. What is the Eule for the agreement of a verb ? 

A. Eule XYIII. A finite verb must agree with its subject in 
number and person. 

3. What is 2. finite verb? 

A. Every verb which is not in the- infinitive mood is a finite 
verb. 

4. Does a verb in the infinitive mood ever have a subject ? 
A. It does sometimes, but not generally. 

5. In what case must the subject of an infinitive be? 
A. In the objective case. 

6. What Eule should be given for the subject of an infinitive f 
A. Eule II. The subject of a verb in the infinitive mood must 

be in the objective case. 

17 N 



191 ELEMENTS OF ENGLISH GRAMMAU. 

7. Wliat Eule should be given when we parse a verb in the in- 
jftnifive mood? 

A, Eule XIX. A verb in the infinitive mood is governed by 
the word on which it depends. 

8. What Rule should be given when we j^ame sl participle which 
has the construction of an adjective? 

A. Rule XII. Participles having the construction of adjectives, 
belong to the nouns which they qualify or limit. 

9. Will you parse the verb ^' is '^ in the sentence, '^3Iy father is 
in the city '^ ? 

A. "/s " is an intransitive, irregular verb, of the fourth class, 
from the verb to be ; its elements are, first, he or am ; second, be- 
ing ; third, was ; fourth, been. It is here found in the common 
form, indicative mood, and present tense, and is of the third per- 
son, and singular number, to agree with its subject, ^'father ; " 
agreeably to Rule XVIII., " A finite verb must agree with its 
subject in number and person." 

10. Why is ^' is '' an intransitive verb ? 

11. Why is it irregular? 

12. Why is it of t\iQ fourth class ? 

13. Is it a defective, complete, or redundant verb? 

14. Why is it redundant f 

15. Will you parse ha^ been, in the sentence, '^Jane has been 
absent a year " ? 

A. ^"Ha^ been '^ is an intransitive, irregular verb, from the verb 
to he ; its elements are, first, be or am ; second, being ; third, was ; 
fourth, been. It is here found in the common form, indicative 
mood, and present perfect tense ; and is of the third person, and 
singular number, to agree with its subject '^Jane;^^ agreeably to 
Rule XVIII., " A finite verb must agree with its subject in num- 
ber and person." 

16. Will you parse the verb " to be " in the sentence, ^'Mother 
wishes you to be good'''' ? 

^^To 6e " is an intransitive, irregular verb, of the fourth class, 
from the verb to be ; its elements are, first, be or am; second, be- 
ing ; third, was ; fourth, been. It is here found in the common 
form, infinitive mood, and present tense, and as it depends on the 
pronoun "^/^w," it is governed by"i/o?/. /" agreeably to Rule 
XIX., " A verb in the infinitive mood is governed by the word 
on which it depends." 

17. Will you analyze the following sentences? 

l.s^. On Sabbath morning, many of the people were at meeting. 

Id. The horses and cows were in the field. 

Zd. A good name is like precious ointment. 

\th. Have the children been at school ? 

t)th. Henry is to be Mr. Baker\s clerk. 

'oth. I am anxious to be a teacher. 



ETYMOLOGY, SYNTAX, AND PROSODY. 195 

7th. Thou art welcome to my house. 

Wi. We will be with you during your visit to the country. 

^th. Be in season every day. 

lOth. Ye are my friends, chosen and true, 

18. Will you symbolize the words ? 

19. Will you parse the nouns ? 

20. Will you parse the adjectives ? 

21. Will you parse the pronouns ? 

22. Will you parse the verbs ? 



LESSON LXXXIII. 

CONJUGATION OF THE VERB. COMMON FORM. 

1. What are all the forms of any tense called? 
A. The paradigm of that tense. 

2. What are all the forms which have been given of the verb 
to he called? 

A. They are called the paradigm of the verb " to heP 

3. What changes are necessary in giving the paradigm of any 
other verb? 

A. The "paradigm of the verb to he, which has already been 
given, will become the paradigm of the common form of any 
other verb, by substituting in the place of the several elements 
of the verb to he^ the corresponding elements of the required verb. 

4. Will you illustrate this ? 

A. The present tense of the indicative mood of the verb to he, is 
I am ; if instead of am, we write after / the first elem.ent of any 
other verb, w^e shall have the same tense of that verb ; as, / love ; 
I hope ; I work ; I write. 

5. What is the indicative present of to wish ? to think ? to read f 
to study f to run ? to walk f 

6. Will you give the synopsis of the indicative mood of the 
common form of to love ? 

A. Present Tense, I love, or I do love ; 
Past Tense, I loved, or I did love ; 
Future Tense, I shall or will love ; 
Present Perfect Tense, I have loved ; 
Past Perfect Tense, I had loved ; 
Future Perfect Tense, I shall or will have loved. 

7. How is each of these tenses formed? 

8. Will you give the synopsis of the indicative mood of the 
common form of each of the following verbs : learn, lorite, think, 
please, do, act, laugh, study, expect, dress, swim, sell, tell, make, pre- 
vent, rebuke, entreat, undertake f 



196 ELEMENTS OF ENGLISH GRAMMAR. 

9. Will you give the synopsis of the potential mood of the com- 
mon form of to love f . 

A. Present Tense ^ I may, can, or must love ; 

Past Tense ^ I might, could, would, or should love ; 
Present Perfect Tense, I may, can, or must have loved ; 
Past Perfect Tense, I might, could, would, or should have loved. 

10. Will you, in like manner, give the synopsis of each of the 
verbs in question 8th? 

11. Will you give the synopsis of the subjunctive mood of love f 
A. Present Tense, If I love, or if I do love ; ^ 

Past Tense, If I loved, or if I did love ; 

Future Tense, If I shall or will love ; 

Present Perfect Tense, If I have loved; 

Past Perfect Tense, If I had loved ; 

Future Perfect Ten^e, If I shall or will have loved. 

12. Give also the synopsis of the other verbs as above. 

13. What is the imperative mood of to love f 
A. Love thou, or do thou love. 

14. What is the infinitive mood ? 

A. Present Teiise, To love; 

Present Perfect Tense, To have loved. 

15. What are the participles of to love f 
A. Present Participle, Loving ; 

Pa^t Perfect, Having loved. 

LESSON LXXXIY. 

PARADIGM OF <*T0 LOVE." COMMON FORM. 

1. Will you inflect all the tenses of the indicative mood of 
the verb to lovel 

A. Present Te7ise. 

Singular. Pluhal. 

1st Per. I love or do love, 1st Per. We love or do love, 

2d Per. Thou lovest or dost 2d Per. Ye or you love or do 

love, love, 

Zd Per. He loves or does love ; 3c? Per. They love or do love. 

Past Tense. 
Singular. Plural. * 

1st Per. I loved or did love, 1st Per. We loved or did love, 
2d Per. Thou lovedst or didst 2d Per. Ye or you loved or did 

love, love, 

Sd Per. He loved or did love ; 3c? Per. They loved or did love. 



ETYMOLOGY, SYNTAX, AND PROSODY. 197 

Future Tense. 
Singular. Plural. 

\st Per, I shall or will love, 1st Per, We shall or will love, 
2d Per. Thou shalt or wilt 2cl Per. Ye or you shall or will 

love, love, 

Zd Per. He shall or will love; 3cZ Per. They shall or will love. 

Present Perfect Tense* 
Singular. Plural. 

1^^ P<sr. I have loved, \st Per, We have loved, 

•2o? Per. Thou hast loved, 2d Per. Ye or you have loved, 

Zd Per. He has loved ; So? Per. They have loved. 

Past Perfect Tense, 
Singular. Plural. 

\st Per. I had loved, \st Per. We had loved, 

2d Per. Thou hadst loved, 2d Per. Ye or you had loved, 

M Per. He had loved ; M Per. They had loved. 

Future Perfect Tense. 

Singular. Plural. 

\st Per. I shall or will have \st Per. We shall or will have 

loved, loved, 

2d Per. Thou shalt or wilt 2d Per. Ye or you shall or will 

have loved, have loved, 

2>d Per. He shall or will have ^d Per. They shall or will have 

loved ; loved. 

2. Will you inflect all the tenses of the potential mood ? 

A. ^ Present Tense. 

Singular. Plural. 

\st Per. I may, can, or must \st Per. We may, can, or must 

love, love, 

2d Per. Thou mayst, canst, or 2d Per. Ye or you may, can, or 

must love, must love, 

Zd Per. He may, can, or must Sc? Per. They may, can, or must 

love; love. 

Past Tense. 

Singular. Plural. 

\st Per. I might, could, would, 1^^ Per. We might, could, would, 

or should love, or should love, 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst, or shouldst love, would, or should love, 

Zd Per. He might, could, 2>d Per. They might, could, 

would, or should love ; would, or should love. 
17* 



198 



ELEMENTS OF ENGLISH GRAMMAR. 



can, or must 



Singular 
1st Per. I may 

have loved, 
2d Per. Thou mayst, canst, or 

must have loved, 
Sd Per, He may, can, or must 

have loved ; 

Past Perfect Tense, 
Singular. 
1st Per. I might, could, would, 

or should have loved, 
2d Per. Thou mightst, couldst, 
wouldst, or shouldst have 
loved, 
Zd Per. He might, could, 
would, or should have loved ; 



Present Perfect Teiise, 

Plural. 
1st Per. We may, can, or must 

have loved, 
2d Per. Ye or you may, can, or 

must have loved, 
Zd Per. They may, can, or must 
have laved. 



Plural. 
1st Per. We might, could, would, 

or should have loved, 
2d Per. Ye or you might, could, 

would, or should have loved, 

M Per. They might, could, 
would, or should have loved. 



3. Will you inflect 

A. 

Singular. 

1st Per. If I love, 
2d Per. If thou love, 
Zd Per. If he love; 

Singular. 
1st Per. If I loved, 
2d Per. If thou loved, 
M Per. If he loved ; 



all the tenses of the subjunctive mood ? 

Present Tense. 

Plural. 
1st Per. If we love, 
2d Per, If ye or you love, 
M Per. If they love. 

Past Tense. 

Plural. 
1st Per. If we loved, 
2d Per. If ye or you loved, 
M Per. If they i^ved. 

Future Tense. 

Plural. 



1st Per. If we shall or will love, 
2d Per. If ye or you shall or 
will love, 



Singular. 
1st Per. If I shall or will love, 
2d Per. If thou shall or will 
love, or if thou shalt or 
wilt love, 
Zd Per. If he shall or will Zd Per. If they shall or will love, 
love; 

Present Perfect Tense. 
Singular. Plural. 

1st Per. If I have loved, 1st Per. If we have loved, 

2d Per. If thou hast or have 2d Per. If ye or you have loved, 

loved, 
SdPer, Ifhe has or have loved; Zd Per. If they have loved. 



ETYMOLOGY, SYNTAX, AND PROSODY. 199 

Future Perfect Tense. 

A. Singular. Pluhal. 

1st Per, If I shall or willhave 1st Per. If we shall or will have 

loved, loved, 

2d Per. If thou shall or will 2d Per. If ye or you shall or 

have loved, will have loved, 

M Per. If he shall or will M Per. If they shall or will have 

have loved ; « loved. 

4. Will you inflect the imperative mood ? 

A. Singular. Plural. 

2d Per. Love thou, or do thou 2d Per. Love ye ' or you, or do 
loTe ; . ye or you love. 

5. What is the infinitive mood of the same verb ? 
A. Present Tense, To love. 

Present Perfect Tense, To have loved. 

6. What are the participles f 

A. Present Participle, Loving, 

Past Perfect Participle, Having loved. 

7. Will you analyze the following sentences ? 

1st. The fear of man bringeth a snare. 
2d. Buy the truth and sell it not. 
3(i. Man is both mortal and immortal. 
Mh. We went to see the elephant. 
bth. Be not in haste to become rich. 

8. " Will you symbolize the words ? 

9. Will you parse the nouns ? 

10. Will you parse the adjectives? 

11. Will you parse the pronouns ? 

12. Will you parse the verbs ? 

13. Will you give the synopsis of all the verbs ? 



LESSON LXXXY. 

CONJUGATION OF A VERB. PROGRESSIVE FORM. 

1. What is the progressive form of a verb? 

A. That form in which the agent is the subject, and the action 
or state expressed by the verb, is represented as incomplete, and 
continuing. 

2. What verbs have the progressive form f 

A. All verbs, except the verb to he, and defective verbs. 



200 ELEMENTS OF ENGLISH GRAMMAR. 

3. How is it formed ? 

A. By prefixing the several moods, tenses, numbers, and per- 
sons of tiie verb to be to the second element of any other verb. 

4. Will you give the synopsis of the progressive form of the 
verb to love, through all the moods and tenses ? 

INDICATIVE MOOD. 

Present Tense, I am loving, • 

Pobst Tense, I was loving, 

Future Tense, I shall or will be loving, 

Present Perfect Tense, I have been loving, 

Past Perfect Tense, I had been loving. 

Future Perfect Tense, I shall or will have been loving. 

POTENTIAL MOOD. 

Present Tense, I may, can, or must be loving ; 
Past Tense, I might, could, would, or should be loving ; 
Present Perfect Tense, I may, can, or must have been loving ; 
Past Perfect Tense, I might, could, would, or should have been 
loving. 

SUBJUNCTIVE MOOD. 
Present Tense, If I am loving, or if I be loving, 
Past Tense, If I was loving, or if I were loving, 
Future Tense, If I shall or will be loving. 
Present Perfect Tense, If I have been loving, 
Past Perfect Tense, If I had been loving, 
Future Perfect Tense, If I shall or will have been loving. 

IMPERATIVE MOOD. 
Present Tense, Be thou loving, or do thou be loving. 

INFINITIVE MOOD. 
Present Tense, To be loving. 
Present Perfect Tense, To have been loving. 

PARTICIPLES. 
Present, Loving, 
Present Perfect, Having been loving. 

5. Will you inflect the tenses of the indicative mood ? 

6. Will you inflect the tenses of the potential mood ? 

7. Will you inflect the tenses of the subjunctive mood? 

8. Will you inflect the imperative mood in both numbers ? 



ETYMOLOGY, SYNTAX, AND PROSODY. 201 

LESSOJST LXXXVI. 

EXERCISES ON THE PROGRESSIVil FORM. 

1. Will you analyze, symbolize, and parse the following sen- 
tences, viz. ? 

1^^. Our friends, who have been living in the city, are about to 
return to the country. 

2d. Neither wealth can make a bad man happy, nor poverty a 
good man unhappy. 

3d We are apt to undervalue our best friends ; especially, when 
they are telling us of our faults. 

4:th. While you were waiting for me, I was writing a letter. 

dth. How rapidly our lives are passing away. 

6^A. Will you be travelling during the summer ? 

1th, We are living, acting, and forming characters for eternity. 

MODEL. 

Our friends, who have been living in the city, are about to return 
to the country. 

This expression makes complete sense, and is, therefore, a sen- 
tence. 

It is a complex sentence, because it contains but one assertion, 
and yet has more than one subject and predicate. 

The principal clause is, ^^ Our friends are about to return to the 
country^ 

The subordinate clause is, " Who have been living in the city J'' 

The subject of the principal clause is, '' Our friends, ^ and the 
*predicate, '^ are about to return to the country, ^^ 

The subject of the subordinate clause is, ^^ who,^^ and the predi- 
cate, ^^ have been living in the dtyP 

The sentence may be symbolized as foUow^s : 

Our friends, who have been living in the city, are about 

AAA D qAADo 

to return to the country. 

D Q A_ A 

^^Our^^ is 2i. personal pronoun J standing for the name of the per- 
sons w^ho are speaking, etc. 

^'Friends " is a common noun, of the masculine and feminine 
gender, third person, and plural number; it is here the sub- 
ject, etc. 

"TFAo" is a relative pronoun, introducing the subordinate 
clause, ^^ who have been living in the city/^ and standing for the 
noun ^' friends/^ etc. 



202 ELEMENTS OF ENGLISH GRAMMAR. 

""Have been living '^ is an intransitive, regular verb ; its elements 
are, first, live; second, living ; third, lived ; fourth, lived. It is 
here found in the progressive form, indicative mood, and present 
perfect tense ; and is of the third person, and plural number, to 
agree with its subject, ^^who^\' according to Rule XYIII,, ^'A 
finite verb must agree with its subject in number and person." 

"/ti'^ is 2i preposition, 

^'The^^ is a restrictive adjective, etc. 

*' City '^ is a common noun, etc. 

"J.re" is an intransitive, irregular verb, from the verb to he ; its 
elements are first, he or am; second, being ; third, wa^; fourth, 
been. It is here found in the common form, indicative mood, and 
present tense ; and is of the third person, and plural number, to 
agree with its subject ^''friends'''' ; according to Rule XVIII., ^^ A 
finite verb must agree with its subject in number and person.'' 

'^AbouV^ is 2i preposition. 

^^To return ^^ is an intransitive, regular verb ; its elements are, 
first, return ; second, returning ; third, returned ; fourth, returned. 
It is here found in the common form, infinitive mood, and present 
tense ; and as it depends on the preposition " about^^ it is gov- 
erned by " about ''/ according to Rule XIX., etc. 

*^Jb'' is 2, preposition. 

" The " is a restrictive adjective, etc. 

^^ Country ^^ is a common noun, etc. 



LESSON LXXXVII. 
CONJUGATION OF VERBS. PASSIVE FORM. 

1. What is the passive fo7''m of a verb? 

A. That in which the object of the common form becomes the 
subject of the verb. 

2. What verbs have the passive form f 
A. All transitive verbs. 

3. How is it formed ? 

A. By prefixing the several moods, tenses, numbers, and per- 
sons of the verb to be, to the fourth element of any transitive 
verb. 

4. Will you illustrate this ? 

A. The third person and singular number of the present indic- 
ative of to be, is, he is. If we prefix this to '' loved '^ the fourth 
element of the verb to love, making ^' he is loved,^' we have the 
passive form of the verb to love, in the indicative mood, present 
tense, third person, and singular number. So of any other mood, 
tense, number, and person. 



ETYMOLOGY, SYNTAX, AND PROSODY. 203 

5. Will you give the synopsis of the indicative mood of the 
verb to love, in the passive form f 

A. Present Teiise, I am loved, 
Past Tense, I was loved, 
Future Tense, I shall or will he loved, 
Present Perfect Tense, T have been loved, 
Past Perfect Tense, I had been loved, 
Future Perfect Tense, I shall or will have been loved. 

6. Will you give the synopsis of the potential mood ? 
A. Present Tense, I may, can, or must be loved, 

Pa^t Tense, I might, could, would, or should be loved, 
Present Perfect Tense, I may, can, or must have been loved, 
Pa^t Perfect Tense, I might, could, would, or should have been 
loved. 

7. Will you give the synopsis of the subjunctive mood ? 
A. Present Tense, If I am loved, or if I be loved ; 

Pa^t Tense, If I was loved, or if I were loved ; 

Future Tense, If I shall or wdll be loved ; 

Present Perfect Tense, If I have been loved ; 

Pa^t Perfect Tense, If I had been loved ; 

Future Perfect Tense, If I shall or will have been loved. 

8. Will you give the imperative mood ? 
A. Be thou loved, or do thou be loved. 

9. Will you give the synopsis of the infinitive mood ? 
A. Present Tense, To be loved ; 

Present Perfect Tense, To have been loved. 

10. What are the participles f 

A. Present Participle, Being loved ; 

Past Participle, Loved ; 
Past Perfect, Having been loved. 

11. Will you give the synopsis of the passive form of each of 
the following verbs ; viz., make, hate, desire, remain, think, study f 



LESSON LXXXYIII. 

PARADIGM OF THE PASSIVE FOSM. 

1. Will you inflect all the tenses of the indicative mood of to 
love in the passive form ? 

Present Tense. 
Singular. Plural. 

1st Per. I am loved, 1st Per. We are loved. 



20i ELEMENTS OF ENGLISH GRAMMAR. 

2d Per. Thou art loved, 2d Per. Ye or you are loved, 

M Per. He is loved ; M Per. They are loved. 

Past Tense. 
Singular. Plural. 

\st Per. I was loved, 1st Per. We were loved, 

2d Per. Thou wast loved, 2(iP(gr. Ye or you were loved, 

Zd Per. He was loved ; Zd Per. They were loved. 

Future Tense. 

Sii^GULAR. Plural. 

1st Per. I shall or will be 1st Per. We shall or will be loved, 

loved, 

2d Per. Thou shalt or wilt be 2d Per. Ye or you shall or will be 

loved, loved, 

M Per. He shall or will be ^d Per. They shall or will be 

loved; loved. 

Present Perfect Tense. 
Singular. Plural. 

1st Per. I have been loved, 1st Per. We have been loved, 
2d Per. Thou hast been loved, 2d Per. Ye or you have been 

loved, 
Zd Per. He has been loved ; Zd Per. They have been loved. 

Past Perfect Tense. 
Singular. Plural. 

1st Per. I had been loved, 1st Per, We had been loved, 

2c? Per. Thou hadst been loved, 2d Per. Ye or you had been loved, 
2>d Per. He had been loved; 3c^ Per. They had been loved. 

Future Perfect Tense. 
Singular. Plural. 

1st Per. I shall or will have 1^^ Per. We shall or will have 
been loved, been loved, 

2d Per. Thou shalt or wilt 2d Per. Ye or you shall or will 
have been loved, have been loved, 

Zd Per. He shall or will have Zd Per. They shall or will have 
been loved ; have been loved. 

2. Will you inflect all the tenses of the potential mood ? 

Present Tense. 
Singular. Plural. 

1st Per. I may, can, or must be 1st Per We may, can, or must be 

loved, loved, 

2d Per. Thou mayst, canst, or 2d Per. Ye or you may, can, or 
must be loved, must be loved, 



ETYMOLOGY, SYNTAX, AND PROSODY. 205 

Sd Per. He may, can, or must Sd Per. They may, can, or must 
be loved ; be loved. 

Past Tense. 

. Singular. Plural. 

1^^ Per. I might, could, would, 1st Per. We might, could, would, 

or should be loved, or should be loved, 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst,orshouldst be loved, would, or should be loved, 

Sd Per. He might, could, Sd Per. They might, could, 

would, or should be loved ; would, or should be loved. 

Present Perfect Tense. 

Singular. Plural. 

1^^ Per. I may, can, or must 1^9^ Per. We may, can, or must 

have been loved, have been loved, 

2d Per. Thou mayst, canst, 2c? Per. Ye or you may, can, or 

or must have been loved, must have been loved. 

Sd Per. He may, can, or Sd Per. They may, can, or must 

must have been loved ; have been loved. 

Past Perfect Tense. 

Singular. Plural. 

1st Per. I might, could, would, 1st Per. We might, could, would, 

or should have been loved, or should have been loved. 

2d Per. Thou mightst, couldst, 2d Per. Ye or you might, could, 

wouldst, or shouldst have would, or should have been 

been loved, loved, 

Sd Per. He might, could, Sd Per. They might, could, 

would, or should have would, or should have been 

been loved; loved. 

3. Will you inflect all the tenses of the subjunctive mood? 
A. Present Tense. 

Singular. Plural. 

1st Per. If I am or be loved, 1st Per. If we are or be loved, 
2c? Per. Ifthou art or be loved, 2c? P(?r. If ye or you are or be 

loved, 
Sd Per. If he is or be loved ; 8c? Per. If they are or be loved. 

Past Tense. 
Singular. Plural. 

l.s^^ Per. If I was or were loved, 1st Per. If we were loved, 
2c? Per. If thou wast or wert 2c? Per. If ye or you were loved, 

loved, 
3c? p€?\Ifhe was or were loved; Sd Per. If they were loved. 
18 



208 ELEMENTS OF ENGLISH GRAMMAR. 

Future Tense, 

A. Singular. Pltjeal. 

1st Per. If I shall or will be 1st Per. If we shall or will be 

loved, loved, 

2d Per. If thou shalt or wilt 2d Per. If ye or you shall or 

be loved, will be loved, 

M Per. If he shall or will be M Per. If they shall or will be 

loved ; loved. 

Present Perfect Tense. 

A. Singular. Plural. 

l6'^ Per. If I have beenioved, 1st Per. If we have been loved, 

2d Per. If thou hast or have 2d Per. If ye or you have been 

- been loved, loved, 

Zd Per. If he has or have been Zd Per. If they have been loved, 
loved; 

Past Perfect Tense. 

Singular. Plural. 

1^?^ Per. If I had been loved, Isz^ Per. If we had been loved, 

2d Per. If thou hadst or had 2d Per. If ye or you. had been 

been loved, loved, 

%d Per. If he had been loved ; M Per. If they had been loved. 

Future Perfect Tense. 

A. Singular. Plural. 

1st Per. If I shall or will have 1st Per. If we shall or will have 

been loved, been loved, 

2d Per. If thou shalt or wilt 2d Per. If ye or you shall or 

have been loved, * will have been loved, 

M Per. If he shall or will M Per. If they shall or will 

have been loved ; have been loved. 

4. What is the imperative mood ? 

A. Singular. Plural. 

1st Per. 1st Per. 

2d Per. Be thou, or do thou 2d Per. Be ye or you loved, or do 

be loved, ye or you be loved. 

Zd Per. SdPer. 

5. What is the injinitive mood? 

A. Present Sense, To be loved. 

Present Perfect Tense, To have been loved. 

6. What are the participles ? 

A. Present, Being loved, 

Past, Loved, 
Past Perfect, Having been loved. 



ETYMOLOGY, SYNTAX, AXD PROSODY. 207 

7. Will you parse the verb, " has been recited,^^ in the sentence, 
"TAg lesson has been recited perfectly ^^ ? 

A. ^^Has been recited ^^ is a transitive, regular verb ; its elements 
are, first, recite; second, reciting; third, red^^^c^/ fourth, ree?7g(i. 
It is here found in the joam2;e/(5rm, indicative mood, and present, 
pertect tense ; and is of the third person and singular number, to 
agree with its subject ^^ lesson ^\' according to Rule XYIII., "A 
finite verb must agree with its subject in number and person/' 

8. Will you analyze, symbolize, and parse the following sen- 
tences ? 

1st. Clovis was the founder of the monarchy of France. 
2d. Clovis founded the monarchy of France. 
M. The monarchy of France was founded by Clovis. 
Ath. Columbus was the discoverer of America. 
bth. Columbus discovered America. 
Qth. America was discovered by Columbus. 
- 1th. Which of the boys are studying Grammar ? 
^th. Which way was the stranger travelling ? 
Wi. Do you understand all these lessons ? 



LESSOR LXXXIX. 

OF ADVERBS. 

1. When I say, " TAe man icalhs slowly, ^^ which word tells how 
the man walks ? 

A. The word slowly. 

2. When I say, '^He visits me dually, ^^ which word tells how often 
he visits me? 

A. The word daily. 

3. When I say, ''The cars will soon be here^'' which word tells 
when the cars will arrive? 

A. The word soon. 

4. When I say, ''He wa^ at his home, and I saw him there ^^ 
which word tells where I saw him ? 

A. The word there. 

5. When I say, " The man is entirely blind^^ which word tells 
how blind he is ? 

A. The word entirely. 

6. What are such words as slowly, daily, soon, there, and entirely 
called ? 

A. They are called adverbs, 

7. What is an adverb f 

A. A word which modifies another word, phrase, or clause, and 



208 ELEMENTS OF ENGLISH GRAMMAR. 

generally answers one of the questions, how f why ? when f where f 
or how long f how far f how often f etc. 

8. Is the form of adverbs ever varied ? 

A. Many adverbs are derived from adjectives, and like them 
may be compared. 

9. Will you compare often ? 

A. Pos. often; comp, oftener; sup. oftenest. 

10. Will you compare smoothly f 

A. By superiority — -Vo^, smoothly ; corn.^. more smoothly ; sup. 
most smoothly. By inferiority — Pos. smoothly ; comp. less 
smoothly ; sup. least smoothly, 

11. When the adverbs how^ why, when, where , and whither in- 
troduce a question, what are they called? 

A. They are called interrogative adverbs, 

12. Give some examples of interrogative adverbs. 

A. When I say, ''How did you come f " " Where are you f '' 
" Whither are you going f " " When did you leave f '' the words, 
how, where, whither, and when, are interrogative adverbs, 

13. Does an adverb ever introduce a subordinate clause ? 
A. It does. 

14. Give an example. 

A. "/ will start as soon as the stage arrives.^' Here the adverb 
as soon as introduces the subordinate clause, " the stage arrives,^' 

15. What are such adverbs called ? 
A. They are called connective adverbs. 

16. What adverbs are most frequently used as connective adverbs ? 
A. The interrogative adverbs usually become connective adverbs , 

when they do not ask a question. 

17. Illustrate this. 

A. If I say, ''When did he comef^^ " when^^ asks a question, 
and is an interrogative adverb / but if I say, " When he comes he 
will see for himself, ^^ " when^^ introduces a subordinate clause, and 
is a connective adverb. 

18. What adverbs are compared ? 

A. Those which express manner; as, slowly, harshly, siviftly ; 
and some which express time ; as, soon, frequently, seldom, etc. 



LESSON XC. 

PARSING OF ADVERBS. 

1. What should be told in parsing an adverb f 

A. That it is an adverb; its comparison, if it has any ; the word 
which it modifies, and the Rule. 

2. What Rule should be given when we parse an adverb? 



ETYMOLOGY, SYNTAX, AND PROSODY. 209 

A. Eule XXI. An adverb qualifies the word, phrase, or clause, 
which it modifies. 

3. Will you parse slowly, in the sentence, ^^The soldiers marched 
slowly " f 

A. Sloivly is an adverb, and is compared as follows : Pos. 
slowly; comi^. 7nore slovjly ; snip. 7nost slowly. It is here in the 
positive degree, and modifies the verb marched; it, therefore, 
qualifies marched, according to Kule XXI., " An adverb qualifies 
the word, phrase, or clause, which it modifies.^' 

4. Will you parse 7iot in the sentence, "lean not go with you^^ f 
A. Not is an adverb, modifying the verb can go ; it, therefore, 

qualifies can go, according to Eule XXI., "An adverb qualifies 
the word, phrase, or clause, which it modifies.'^ 

5. Will you parse when in the sentence, " When did he come to 
town " f 

A. " When '' is an interrogative adverb, modifying the verb did 
come ; it, therefore, qualifies did come, according to Eule XXI., 
" An adverb,'^ etc. 

6. Will you name the adverbs in each of the following sen- 
tences ? 

1st. Where does the President live ? 
Id. We will walk in the grove, when the moon rises. 
8d The most busy men are often the most thriftless. 
4dh. The diligent pupil learns rapidly. 
bth. That very old man walks slowly. 
Qth. How fast it rains ! 
• 1th, The sun shines very brightly. 
^th. The orator was very celebrated. 

7. Will you analyze and symbolize the sentences ? 

8. Will you parse all the words ? 

9. Will you write ten sentences, each containing an adverb ? 

10. Will you fill the blanks of the following sentences with 
adverbs ? 

1st, I am sorry for you. 

2d. What is done is done. 

3(i. The soldiers tramped . 

Mh. I can tell he came . 

bth. He will arrive . 

Q>th, Do you know he called you ? 

1th. I am surprised to see you . 

8/A. Do I beseech you be angry ? 

^th. I know I am going, nor I shall return. 

11. Will you write three sentences, each containing a noun and 
a verb ; as, "Boys play " f 

i2. Will you write three sentences, each containing a noun, 
adjective, and verb ; as, "The girls are studious '^ f 
18^ ■ 



210 ELEMENTS OF ENGLISH GRAMMAR. 

13. Will you write three sentences, each containing two nouns, 
two adjectives, and a verb ; as, ^' Wisdom is the principal thing " f 

14. Will you write three sentences, each containing a noun, 
adjective, pronoun, verb, and adverb ; as, " William and his eldest 
sister are here '' ? 



LESSON XCI. 

OF PREPOSITIONS. 

1. How are origin, possession, and relation generally expressed? 
A. By the possessive case of a noun or a pronoun. 

2. Give examples of this. 

A. ''My ?iative land.'^ "Johnson\shorseJ^ " My f at her^s brother/' etc. 

3. In what other way can these relations be expressed ? 

A. By an adjunct phrase ; as, "The brother of my father, '^ etc. 

4. What other relations are often expressed by adjunct phrases ? 
A. Nearly all the modifications expressed by adverbs, and many 

of those expressed by adjectives. 

5. Illustrate the use of an adjunct phrase instead of an adverb. 

A. When I say, "The orator spoke freely, '^ " freely '^ is an ad- 
verb ; but when I say, "The orator spoke with freedom,^' I express 
the same modification by an adjunct phrase. 

6. Illustrate the use of an adjunct phrase instead of an adjective. 
A. Instead of saying, "The Bay State orator/' I may say, "The 

orator from the Bay State,'' 

7. What is the principal word of every adjunct phrase? 
A. A noun, or some word standing for a noun. 

8. What are- the verbs with, from, etc., called, which introduce 
an adjunct phrase ? 

A. They are called prepositions, 

9. What then is a preposition f 

A. Any word which introduces an adjunct phrase is a preposi- 
tion. 

10. Which are the prepositions in the following sentence? 
"John walked out of the field into the road." 

A. "Out of" and " into" are prepositions. 

11. Why is "out of" a preposition? 

A. Because it introduces the adjunct phrase, "out of the field '^ 

12. Why is " into " a preposition ? 

A. Because it introduces the adjunct phrase, "into the field." 

13. What do each of these phrases show? 
A. They show where John walked. 

14. What word then do they both modify? 
A. The verb walked. 



ETYMOLOGY, SYNTAX, AND PROSODY. 211 

15. To what then does the preposition ^^outof'' connect the 
noun field f 

A. To the verb walJced. ♦ 

18. To what does the preposition " into '' connect the noun road ? 

A. To the verb walked. 

17. What Rule should be given when we parse a preposition ? 
A. Rule XXII. A preposition introduces an adjunct phrase, 

and connects its principal noun to the word that it modifies. 

18. Will you name the prepositions beginning with a? 

A. About, above, according to, across, after, 

against, along, amid, amidst, among, 

amongst, around, as to, at, athwart. 

19. Will you name the prepositions beginning with h f 

A. Before, below, beneath, beside, besides, 

between, betwixt, beyond, but, by. 

20. What preposition begins with c ? 
A. Concerning. 

21. What two begin with c? ? 
A. Down J during. 

22. What two begin with e f 
A. Except, excepting. 

23. What two Avith/.^ 
A. For, from. 

24. What three wdth i ? 
~ A. In, instead of, into. 

25. What one with ^.^ 
A. Like. 

26. What two with p.f 
A. Near, notivithstanding. 

27. What five Avith of 

A. Of, off, on, over, out of. 

28. What one with j^.^ 
A. Past. 

29. What three with r f 

A. Regarding, respecting, round. 

30. What three with s f 
A. Save, saving, since. 

31. What seven wdth t 9 

A. Through, throughout, till, to, touching, toward, toivards. 

32. What seven with u f 

A. Under, underneath, unlike, until, unto, up, upjon. 

33. What four with t^ f 

A. With, within, without, worth. 

34. Are these words always prepositions ? 

A. They are not. When they do not introduce an adjunct 
phrase, they are generally adverbs. 



212 ELEMENTS OF ENGLISH GRAMMAR. 

35. Are the words named the only prepositions? 

A. They are not. Several other words sometimes introduce an 
adjnnct phrase,' and then they are prepositions. 

36. Will you parse with in the sentence, "-0e spoJce with free- 
dom'' f 

A. " With " is a preposition, introducing the adjunct phrase, 
" icith freedom,"" and connecting the noun freedom, to the verb 
spoke ; according to Eule XXII., '' A preposition introduces an 
adjunct phrase, and connects its principal noun to the word that 
it modifies.'' 

37. Will you analyze, symbolize, and parse the following sen- 
tences ? 

1st. The horse ran down the hill. 
2f/. James ran round the house into the garden. 
3d Henry's father was at the Fair in New York. 
Ath. William's sister lives in Buffalo. 



LESSON XCII. 

. OF CONJUNCTIONS. 

1. 'Wh2it ?iXQ conjunctions f 

A. Conjunctions are words which connect other words, phrases, 
and clauses together. 

2. Give an example of a conjunction connecting words. 

A. ^'John and Charles attend school^ Here the conjunction 
and connects the nouns John and Charles. 

3. Give an example of a conjunction connecting phrases. 

A. '^The orator spoke with freedom, though at great length.'^ 
Here the conjunction though connects the phrases, ^^ with freedom,'* 
and '' at great length, " 

4. Give an example of a conjunction connecting clauses. 

A. ^^ Spring has come, but the iceather is yet very cold." Here the 
conjunction but connects the clauses of the compound sentence. 

5. Which are the principal conjunctions beginning with a.f 
A. Also, although, and, as, as soon as. 

6. What conjunctions begin with bf 
A. Because, before, besides, both, but. 

7. What conjunctions begin with e ? 
A. Either, else, ere, except. 

8. What conjunctions begin with /and hf 
A. For, however. 

9. When is /or a conjunction ? 
A. When it means because. 

10. What conjunctions begin with i? 



ETYMOLOGY, SYNTAX, AND PROSODY. 213 

A. If, inasmuch as, 

11. What conjunctions begin with I and m? . 
A. Lest and moreover, 

12. What conjunctions begin with n ? 

A. Neither J nevertheless^ nor, notivithstanding . 

13. W^hat conjunctions begin with o andj9.^ 
A. Or smd provided. 

14. What conjunctions begin with s f 
A. Still and since. 

15. What conjunctions begin with tf ■ 
A. Than, that, therefore, though. 

16. What conjunctions begin with u, vj, and y f 
A. Unless, whereas, wherefore, whether, yet. 

17. What must be told in parsing a conjunction ? 
A. What it is ; what it connects ; and the Eule. 

18. What Eule should be given ? 

A. Eule XXIII. Conjunctions connect words, phrases, and 
clauses of similar construction ; or they introduce a subordinate 
clause. 

19. Will you parse and in the sentence, ^^John and Charles at- 
tend school ^' ? 

A. '^And^^ is a conjunction, followed by the noun Charles, 
which it connects to John ; according to Eule XXIII., *' Conjunc- 
tions connect words, phrases, and clauses of similar construction ; 
or they introduce a subordinate clause.'^ 

20. Will you parse ^^ as ivell as '' in the sentence, ^^ Exercise im- 
proves the health, as well as strengthens the constitution '^ f 

A. ^As ivell as'' is a conjunction, followed by the phrase 
" strengthens the constitution'' which it connects to the phrase, 
" improves the health "; according to Eule XXIII. 

21. Will you parse " but " in the sentence, ^^ Beauty loill perish^ 
hut goodness lasts forever," 

A. ^'But " is a conjunction, followed by the clause, " goodness 
lasts forever," which it connects to the clause, ^' beauty will perish "; 
according to Eule XXIII., etc. 

22. Will you parse ^^if" in the sentence, ^^ I will accompany you, 
if you call for me" 2 

A. '^ff" is a conjunction, introducing the subordinate clause, 
" you call for me "; according to Eule XX. 

23. Will you analyze, symbolize, and parse the following sen- 
tences ? 

1st. The treasures and honors of earth are fleeting. 

2d. ^No man can serve both God and mammon. 

M. Favor is deceitful, and beauty is vain. 

4:th. The hour has come, therefore we must part. 

f)th. Do as you would be done by. 

Qth, I will work, that you may -study. 



214 ELEMENTS OF ENGLISH GRAMMAR. 

1th. Though we die, yet shall we lire again. 
^th. Now we know in part ; but then shall we know even as 
we are known. 

^th. Despise not the poor, for the Lord loveth him. 



LESSON XCIII. 

OF INTERJECTIONS. 

1. What are interjections ? 

A. Interjections are words used to express some emotion, or 
passion. 

2. What relation does an interjection sustain to the other words 
of the sentence ? 

A. An interjection usually expresses a full thought in a single 
word ; and has, therefore, no grammatical relation to other words. 

3. What Eule should be given when we parse an interjection? 
A. Eule XXIV. An interjection has no grammatical relation 

to other words. 

4. What are the most common interjections, beginning with a f 
A. Adieu, ah, aha, alas, alach, avast, avauntj aivay. 

5. What interjections begin with b f 
A. Bah, baa, bravo. 

6. What one begins with e f 
A. Eh. 

7. Which begin with/. ^ 

A. Fie, foh, fudge, fareiuell, for shame. 

8. Which begin with hf 

A. Ha, hah, hail, halloo, heigh-ho, hem., hey, hey-day, hid, ho, 
hold, hush, hurrah, huzza. 

9. What one begins with ^.^ 
A. Indeed. 

10. Which begin with If 
A. List, lo, look. 

11. What one with m ? 
A. Mum. 

12. Which begin with o f 
A. 0, oh. 

13. When should ''0'' be used, and when ''oh'' ? 

A. "0'' should be used only before the name of a person or 
thing directly addressed, and " oh '' in all other cases. 

14. What pause should be written after each ? 

A. should always be a capital letter, and have no pause after 
it ; oh may begin with either a capital or a small letter, but should 
have generally an exclamation point after it. 



ETYMOLOGY, SYNTAX, AND PROSODY. 215 

15. Which interjections begin with /> f 
A. Pish^ pshaw, pugh. 

16. Which begin witli s f 
A. See, shame, strange. 

17. Which begin with t f 
A. Tush, tut, take cai^e, 

18. Which begin with w f 
A. Welcome, well, what. 

19. Will you parse what in the expression^ " What ! is it you f '^ 
A. What is an interjection, expressing, surprise ; it is indepen- 
dent of grammatical construction ; according to Rule XXIV., 
^' Interjections have no grammatical relation to other words.'^ 

20. Will you analyze, symbolize, and parse the following sen- 
tences ? 

\st. Hush ! a stranger is at the door. 
2(i. O virtue ! how lovely thou art ! 
3(i. Alas ! I have no hope of reprieve ! 
^th. See ! how fast the storm is coming ! 
bth. Ah, me ! I am undone ! 
^th. Quick ! man the boat ! 
1th, Hurrah ! the war is over ! 



LESSON XCIV. 

GENEEAL KEVIEW. 

1. How many parts of speech have you found? 

2. What are 'they? 

3. W^hat is a noun? 

4. How many classes of nouns are there ? 

5. What is a proper noun ? a common noun ? 

6. How many properties have nouns ? 

7. What is person ? 

8. How many persons have nouns ? 

9. What nouns are of the first person ? 

10. What nouns are of the second person ? 

11. What nouns are of the third person ? 

12. What can you say of the gender of nouns ? 

13. What can you say of the num.ber of nouns ? 

14. What is case ? 

15. How many cases have nouns ? 

16. When is a noun in the nominative case ? 

17. When is a noun in "the possessive case? 

18. When is a noun in the objective case? 

19. When is a noun in the independent case ? 



216 ELEMENTS OF ENGLISH GRAMMAR. 

20. What is Eule I. ? 

21. What is Rule II. ? 

22. What is Rule in. ? 

23. What is Rule IV. ? 

24. What is Rule V. ? 

25. What is Rule VI. ? 

26. When is a noun the predicate nominativ^e ? 

27. When is a noun in apposition ? 



LESSON XCV. 

GENERAL REVIEW — Continued. 

1. What is an adjective? 

2. Into how many classes are adjectives divided? 

3. What is a restrictive adjective ? 

4. What is a descriptive adjective? 

5. How are descriptive adjectives subdivided? 

6. What adjectives are compared ? 

7. How many forms of comparison ? 

8. How many degrees of comparison in each ? 

9. How are the comparative and superlative of monosyllables 
formed ? 

10. How of words of more than one syllable? 

11. What adjectives have both forms? 

12. What is a pronoun ? 

13. How many classes of pronouns ? 

14. What is a personal pronoun ? 

15. Which are the personal pronouns ? 

16. Will you decline / in both numbers ? 

17. Will you decline thou in both numbers ? 

18. Will you decline he in both numbers? 

19. Will you decline she in both numbers? 

20. Will you decline it in both numbers ? 

21. What is a relative pronoun ? 

22. How many, and which are they ? 

23. Will you decline icho in both numbers ? 

24. Will you decline which f 

25. What is an interrogative pronoun? 

26. How many, and which are the interrogatives ? 

27. What is Rule VII. ? 

28. What is Rule VIII. ? 

29. What is Rule XI. ? 

30. What is Rule XII. ? 

31. What is Rule XIIL? 

32. What is Rule XIV. ? 

33. What is Rule XV. ? 



ETYMOLOGY; SYNTAX; AND PROSODY. 217 



LESSON XCYI. 

GENERAL REVIEW — Continued. 

1. What is a verb? 

2. What is a transitive verb ? 

8. What is an intransitive verb ? 

4. What is a regular verb ? 

5. How many classes of regular verbs ? 

6. How are they distinguished? 

7. What is an irregular verb ? 

8. How many classes of irregular verbs ? 

9. How are they distinguished ? 

10. What is a defective verb ? 

11. What is a complete verb? 

12. What is a redundant verb ? 

13. How many classes of redundant verbs ? 

14. How are they distinguished ? 

15. How many properties have verbs ? 

16. What is meant by the mood of a verb? 

17. How many, and what moods have verbs? 

18. What is the indicative mood? 

19. What is the potential mood? 

20. What is the subjunctive mood ? 

21. What is the imperative mood ? 

22. What is the infinitive mood ? 

23. What is a participle ? 

24. What is a finite verb ? 

25. When is a verb in the infinitive mood ? 

26. How many elements has a verb ? 

27. How is the first element determined? 

28. How is the second element formed? 

29. How is the third element formed ? 

30. How is the fourth element formed ? 
81. What is Eule XVII. ? 

32. What is Eule XVIII. ? 
.33. What is Eule XIX. ? 
84. What is Eule XX. ? 
19 



218 ELEMENTS OF ENGLISH GRAMMAR. 



LESSOT^r XCYII. 
GENERAL REVIEW — Continued. 

1. What is meant by the tense of a verb? 

2. How many tenses have verbs ? 

3. What time is denoted by the present tense ? 

4. past tense ? 

5. future tense ? 

6. present perfect tense ? 

7. * past perfect tense? 

8. fature perfect tense ? 

9. How many tenses has the indicative mood ? 

10. The potential mood ? 

11. The sabjunctive mood? 

12. The imperative mood ? 

13. The infinitive mood ? 

14. What is meant by the number and person of a verb ? 

15. How many numbers and persons have verbs ? 

16. What is meant by the conjugation of a verb? ' 

17. How many forms of conjugation are there ? 

18. How are they distinguished? 

19. What is the synopsis of a verb? 

20. What is the inflection of a verb ? ^ 

21. What mode has no inflection? 

22. Will you give the synopsis of the verb to he f 

23. Will you inflect the tenses of the indicative mood? 

24. potential mood? 

25. subjunctive mood ? 

26. imperative mood? 

27. Give the infinitive mood, and participles. 

28. Give the synopsis and inflection of to love in the common 
form. 

29. Give the synopsis and inflection of to love in the progres- 
sive form. 

30. Give the synopsis and inflection of to love in the passive form. 

31. What element of the principal verb is used in each form? 

32. How many participles in the common form ? 

33. How many participles in the progressive form ? 

34. How many participles in the passive form? 



ETYMOLOGY, SYNTAX, AND PROSODY. 219 



LESSON XCVIII. 

GENERAL REVIEW — Concluded. 

1. What is an adverb f 

2. What adverbs are compared? 

3. What are interrogative adverbs ? . 

4. What are connective adverbs ? 

5. Will you compare soon f 

6. Will you compare smoothly f 

7. ^h.2it \^ 2i preposition f 

8. What is an adjunct phrase f 

9. What parts of speech sometimes supply the place of an ad- 
junct phrase ? 

10. What do prepositions connect ? 

11. What is a conjunction 9 

12. What words besides conjunctions introduce a subordinate 
clause? 

13. Give an example of a relative pronoun, 

14. Give an example of a connective adverb, 

15. What is an interjection ? 

16. Do interjections modify other words ? 

17. Do they have any grammatical relation ? 

18. What is Eule XXI. ? 

19. What is Eule XXII. ? 

20. What is Eule XXIIL? 

21. What is Rule XXIY.? 

22. Will you analyze, symbolize, and parse the following sen- 
tences ? 

1st. In youth prepare for age ; in health, for sickness ; in life, 
for death. 

2d. We are never too old to learn, nor too wise to make pro- 
gress in knowledge. 

3d If we would have poAverfiil minds, we must think. 

4:th. Labor is the greatest luxury, as well as the richest blessing. 

bth. Scorn the hypocrite, the slanderer, and the flatterer. 

^th. Who can tell where his lot may be cast? 

1th. How strange are the events which are daily transpiring 
around us ! 



PART THIRD. 
SYNTAX. 



RULES AND EXERCISES. 

That part of grammar which treats of the construction of sen- 
tences, and the arrangement of the words which compose them, is 
called Syntax. 

The following Rules of Syntax, most of which have already been 
given, should be carefully studied and thoroughly mastered. 

SYMBOLS OF RELATION. 

It has already been stated in Part II., Lesson XII., that there are 
•♦Three Classes of Grammatical Symbols; " viz., 

1. Symbols of the Parts of Speech. 

2. Symbols of Relation. 

3. Symbols of Analysis. 

The First Class, namely, Symbols of the Parts of Speech, has been 
exhibited and illustrated in Part II. 

The Second Class, Symbols of Relation, will be presented and 
illustrated in Part III. 

As Symbols of Relation, or of the construction of words, we use 
the Arabic figures 1, 2, 3, etc. 

Their use and the relations they represent, are as follows ; viz., 

1. Jlepresents the relation of a subject nominative. 



2. 




( a 


** an objective subject. 


3. 




I 16 


" Si possessive. 


4-1. 




i iC 


** an objective after a transitive verb. 


4-2. 




I ii 


*' an objective after a preposition. 


5. 




i i. 


*' fi predicate nominative. 


6. 




( (( 


*' a noun in apposition. 


7. 




( (( 


<' an objective of time^ duration, etc. 


8. 




( it 


** an objective after an intransitive verb. 


9-1. 




U (I 


" the first of tico objectives after verbs of 
asking, teaching, etc. 

220 



SYNTAX. 



221 



9-2. Kep 


resents 


10. 


li 


11. 


a 


12. 


li 


13. 


a 


14. 


a 


15. 


n 


16. 


a 


17-1. 


a 


17-2. 


11 


17-3. 


it 


17-4-1. 


a 


17-4-2. 


n 


17-5., 


a 


17-6. 


a 


17-8. 


li 


17-9-1. 


a 


17-9-2. 


a 


17-10. 


a 


17-11. 


a 


17-12. 


a 


17-13. 


a 


17-14. 


li 


18. 


11 


19-1. 


ii 


19-2. 


ii 


19-3. 


(t 


19-4. 


11 


19-5. 


11 


19-6. 


11 


19-7. 


li 


]9-8. 


li 


19-9. 


li 


19-10. 


li 


19-11. 


11 


20-1. 


ii 


20-2. 


li 


21-1. 


11 


21-2. 


11 


21-3! 


ii 


21-4. 


ii 


21-5. 


11 


21-6. 


11 


21-7. 


u 


21-8. 


(( 


21-9. 


li 


21-10. 


11 


22-1. 


(( 


22-2. 


H 



the relation of the second of two objectives, etc. 
'' " "an objective after the passive form. 

" ** ^^ the independent case by address. 

*' '* t< «i ii '"'by exclamation. 

<* *< " '* " ** by pleonasm. 

** ** << << II << y^iiii a participle. 

** " "an adjective. 
" " ** 2^ predicate adjective. 

a pronoun as a subject nominative. 
" " "an objective subject. 

" " " a possessive. 

" ** " objective after a transitive verb, 

" " " objective after a preposition. 

" " " predicate nominative. 

" " in apposiiton. 

" " after an intransitive verb. 

" " as the first of two objectives. 

" " as the second of two objectives. 

" " ^5 objective after a passive verb. 

" " independent by direct address. 

" *' " by exclamation. 

" " " by pleonasm. 

" " " ^^;^7A a participle, 

the relation of a finite verb to its subject, 
an infinitive verb depending on a noun. 
*' " " " " an adjective. 

" " " " " a pronoun. 

<< u << << << gj 2;er5. 

" " " " . " an adverb. 

" " ** " " a preposition. 

*' " " " "a conjunction. 

" " " " "an interjection, 

" " " as subject of another verb. 

" " " as an objective. 
" . " " used independently . 

a participle used as an adjective. 
" " " "a noun, 

an adverb modifying a noun. 

an adjective. 

a pronoun. 

a verb. 

an adverb. 

a preposition. 

a conjunction. 

an interjection, 

a, phrase. 

a clause. 

a preposition whose adjunct phrase modifies a noun. 
a preposition whose adjunct phrase m.odifies an adjec- 
tive. 



19* 



222 ELEMENTS OF ENGLISH GRAMMAR. 

22-3. Represents a preposition whose adjunct phrase modifies a pronoun. 



22-4. 
22-5. 
22-6. 



a verb. 
an adverb. 
an inlerjec- 
Hon. 



23-1. ** a conjunction connecting words. 

23-2. ** '' " phrases. 

23-3. ** *' " clauses. 

23-4. ** *' introducing a subordinate clause, 

24. " an interjection. 

The manner of writing these symbols and their application will be 
illustrated under the several Rules of Syntax. 



RULE I. 

Th€ subject of a finite verb must be in the nominative case. 

SYMBOL OF RELATION. 
1. Relation of a subject nominative. 

Model for Parsing. 

''The bird flies.''' 

This is a sentence, because it is an expression which makes com- 
plete sense. 

It is a simple sentence, because it has but one subject and one 
predicate. 

The subject is " the bird,'' the predicate is ''flies." 

The sentence may be symbolized as follows : 

The bird flies. 

A Ai D 

Bird is a common noun, of the masculine or feminine gender, third 
person, and singular number ; it is here the subject of the finite verb 
flies, and is, therefore, in the nominative case ; according to Rule I., 
*' The subject of a finite verb must be in the nominative case." 

EXAMPLES FOR PARSING. 

1. The lion roars. 

2. The fierce lions roar and gnash their teeth. 

3. I was singing when you arrived. 

4. We should strive to excel in knowledge. 

6. Mary was absent from the class yesterday. 



SYNTAX. 2'2c 



RULE II. 

The subject of a verb in the infinitive mood, must be in the objec- 
tive case. 

SYMBOL OF RELATION. 
2. Relation of an objective subject. 

Model for Parsing. 

'■^Jane heard the clock strike.'^ 
This expression makes complete sense, and is, therefore, a sentence. 
It has but one subject and one predicate; hence, it is a simple 
sentence. 

Its subject is "t/ane," and its predicate, ^^ heard the clock strike.'^ 
Symbolized it becomes, 

Jane heard the clock strike. 

Ai D A A2 n 

^^Jane^' is a proper noun, of the feminine gender, etc. 

^'Clock^^ is a common noun, of the third person, and singular 
number; it is here the subject of the infinitive verb ^^ strike,^' and is, 
therefore, in the objective case ; according to Rule IL, " The subject 
of a verb in the infinitive mood must be in the objective case." 

Analyze, symbolize, and parse the following 

EXAMPLES FOR PARSING. 

1. John made the child go. 

2. Harry saw the man leave. 

3. I saw him take the money. 

4. The teacher required me to study too hard. 

5. The man made the horse draw the load. 

6. Did your father hear the burglars turn the key ? 

7. I wish you to go away. 

8. Will you hear the clock strike four ? 

9. Would they have us reject the offer ? 

10. What made the man commit suicide ? 

11. We saw the stars go down. 

12. The captain saw the vessel dash on the rock. 

13. I heard him speak. 



RULE III. 

A noun which limits another noun, denoting its origin, possession, 
or relation, must be in the possessive case. 

SYMBOL OF RELATION. 
3. The relation of a possessive. 



224 ELEMENTS OF ENGLISH GRAMMAR. 

Model ron Paesii^g. 

^^John^s father has come,^' 

^^JohrCs^^ is a proper noun, of the masculine gender, third person, 
and plural number; it here limits the noun '•'■father,''^ denoting whose 
father, and is, therefore, in the possessive case ; according to Kule 
III., " A noun which limits another noun, denoting its origin, pos- 
session, or relation, must be in the possessive case." 

EXAMPLES FOR PARSING. 

1. Jane lost her brother's book. 

2. Mary's hat is on the floor. 

3. William's coat is torn. 

4. The thief stole Samuel's horse. 

5. Henry's hat is on Paul's hook. 

6. Washington's mother was a noble woman. 

7. I saw him go to Mr. Franklin's. 

8. Horace's brother knows my father. 

9. A mother's love is deathless. 

10. Avoid the summer's heat, and the winter's cold. 

Remark. — Each sentence should be analyzed, symbolized, and 
parsed in full. The '■^modeW'' illustrate only the Rules under w^hich 
they are, severally, found. 

RULE IV. 

A noun which follows and depends on a transitive verb, or a prep- 
osition, must be in the objective case. 

SYMBOLS OF RELATION. 
4-1. An objective after a transitive verb. 
4-2. An objective after a preposition. 

Model for Parsing. 

^^ James led the horse to the stable.''^ 

A DA A QA A 

1 4-1 4-2 

^^ Horse " is a common noun, of the masculine or feminine gender, 
third person, and singular number ; it here follows and depends on 
the transitive verb, "Zee/," and is, therefore, in the objective case; 
according to Rule IV., " A noun which follows and depends on a 
transitive verb, or a preposition, must be in the objective case." 

''Stable'^ is a common noun, of the third person, and singular 
number ; it here follows and depends on the preposition "^o," and is, 
therefore, in the objective case ; agreeably to Rule IV., *' A noun," etc. 

Note. — The teacher should at each lesson ask such questions as will keep 
fresh in the mind of the pupil the lessons already passed over; as for 
example : 



SYNTAX. 225 

Why is horse a noun ? 

Why is it a common noun? 

Why of the masculine or feminine gender ? 

Why of the singular number ? 

What is the plural of horse? 

How is the plural formed ? 

What is case ? 

How many cases have nouns? 

Decline horse, etc., etc. 

EXAMPLES FOR PARSING. 

1. John studies grammar and geography. 

2. Mary has gone to the city. 

3. Students should obey their teachers. 

4. We should be kind to each other. 

5. All names of persons, places, and things are nouns. 

6. Words which qualify or limit nouns; are generally adjectives. 

7. Substitutes for nouns are pronouns. 

8. A fool's lips enter into contention. 

9. Wealth maketh many friends. 

RULE V. 

A noun which follows an intransitive or a passive verb, which is 
not in the infinitive mood, and refers to the same person or thing as 
the subject of the verb, must be in the nominative case. 

Remark. — The noun thus used after an intransitive verb, is the 
predicate nominative, 

SYMBOL OF RELATION. 

5. Relation of predicate nominative. 

Model for Parsing. 

''^Sheridan was a statesman and orator. ^^ 

Ai DA A5 ^ A5 

'''•Statesman'''' is a common noun, of the masculine gender, third 
person, and singular number ; it here follows the intransitive verb 
*'was," and refers to the same person as the subject, "/S'Am^an," 
and is, therefore, in the nominative case ; according to Rule V., "A 
noun which follows an intransitive or a passive verb, which is not in 
the infinitive mood, and refers to the same person or thing as the 
subject of the verb, must be in the nominative case." 

EXAMPLES FOR PARSING. 

1. Piety is a blessing to every age. 

2. Youth is the season for improvement. 

3. John's horse is a fiery animal 

4. Jane is an industrious pupil. 

5. Henry's brother is a good scholar. 

6. Pennsylvania is called the Keystone State. 

P 



226 ELEMENTS OF ENGLISH GRAMMAR. 

7. New York is the metropolis of America. 

8. Boston is the capital of Massachusetts. 

9. Benedict Arnold was a traitor. 

10. Hope is a sure friend in adversity. 

11. Goodness is a better quality than greatness. 

12. Light is the symbol of knowledge. 

13. Galileo was the inventor of the telescope. 

14. General Grant was "the hero of Eort Donelson." 



RXJLE VI. 

A noun which is added to ajiother noun, to identify or explain it, 
must be in the same case as that noun. 

Remark. — The noun so used, is said to be in apposition with the 
noun which it identifies. 

SYMBOL OF RELATION. 
6. Relation of a noun in apposition. 

Model for Parsing. 

^^Wilso7iy the doctor^ is in the city.^^ 

/\\ A A6 DQ A A4-2 

^^Doctor^^ is a proper noun, of the masculine gender, third person, 
and singular number; it is here added to the noun ^'Wilson,''' which 
is in the nominative case, to identify or explain it, and is, therefore, 
in the nominative case; according to Rule VI., *'A noun which is 
added to another noun, to identify or explain it, must be in the same 
case as that noun." • 

EXAMPLES FOR PARSING. 

1. Harris, the merchant, has gone home. 

2. Jones, the banker, is a Live Yankee. 

3. Webster, the statesman, was a patriot. 

4. Have you seen Carleton, the printer ? 

5. Were you at Thompson's, the lawyer? 

6. Henry has gone to Johnson's, the poet. 

7. Bryant, the poet and statesman, is editor of the ^^New York 

Post:' 

8. Washington Irving, the author of the Knickerbocker, was one 
of the most popular writers of America. 

9. I am sorry for Janette, the orphan. 

10. I work for Arnold, the shoemaker. 



RULE VII. 

Nouns denoting time, duration, extension, direction, number, 
weight, and valuation, though not depending on a transitive verb or 
a preposition, must be in the objective case. 



SYNTAX. 227 

SYMBOL OF RELATION. 
7. Objective of time, duration, extension, etc. 
Model for Parsi^^g. 

^^ James was in the army three months ^ 

_ Ai D ^ A A4-2 A A7 

^^Months^^ is a common noun, of the third person, and plural num- 
ber ; it here denotes duration, and is, therefore, in the objective 
case; according to Rule VII., "Nouns denoting time, duration, ex- 
tension, direction, number, weight, and valuation, though not de- 
pending on a transitive verb, or a preposition, must be in the objec- 
tive case." 

EXAMPLES FOR PARSING. 

1. William came home last week. 

2. Henry was in town three days. 

3. Thompson walked five miles before breakfast. 

4. Asia is bounded east by the Pacific Ocean. 

5. The well is thirty feet deep. 

6. The ftian rode twenty miles. 

7. The Amazon is one hundred and eighty miles wide. 

8. Jane was sick three days last week. 

9. The battle lasted four hours. 

10. The man weighed two hundred pounds. 

RULE YIII. 

A noun which follows and depends on an intransitive verb, and 
does not refer to the same person or thing as the subject, must be in 
the objective case. 

SYMBOL OF RELATION. 
8. Objective after an intransitive verb. 

Model for Parsi]s^g. 

^^He slept his last sleep.''^ 

Ai n A A A8 

^'Sleep'^ is a common noun, of the third person, and singular num- 
ber; it here follows and depends on the intransitive verb ''s?ep^," 
and does not refer to the same person or thing as the subject of the 
verb, and is, therefore, in the objective case ; according to Rule YIII., 
"A noun which follows and depends on an intransitive verb, and 
does not refer to the same person or thing as the subject, must be in 
the objective case." 

examples for PARSING. 

1. He ran the race in five minutes. 

2. Let me die the death of the righteous. 
8. If you dream a dream, tell it me. 

4. He struck a blow. 



228 ELEMENTS OF ENGLISH GRAMMAR. 

5. The very streams ran blood. 

6. They laughed him to scorn. 

7. He walked the horse, trotted the horse, galloped the horse. 

8. They galloped the horse three miles. 

9. A vicious man can scarcely look you in the face. 

10. Speak the speech, I pray you. 

RULE IX. 

When two nouns, or a noun and a pronoun, depend on either of 
the following verbs; viz., ask, bring, build, buy, carry, do, deny, dig, 
draw, envy, find, furnish, get, give, hand, hold, leave, lend, make, 
mend, offer, order, pay, pass, pour, present, proffer, promise, pro- 
vide, refuse, sell, send, sing, shovf , teach, tell, throw, and write ; both 
of them must be in the objective case. 

SYMBOLS OF RELATION. 
9-1. First of two objectives under Rule IX. 
9-2. Second of two objectives under Rule IX. 

Model fou Paesing. 

^^ James gave Mary a book.''* 

Ai □ A9-1A A9-2 

^''Mary^'' is a proper noun, of the feminine gender, third person, 
and singular number ; it is here the first of two nouns, which follow 
and depend on the transitive verb "^^■ye," and is, therefore, in the 
objective case; according to Rule IX., ''When two nouns, or a noun 
and a pronoun," etc. 

^'BooV^ is a common noun of the third person, and singular num- 
ber ; it is here the second of two nouns, which follow and depend on 
the transitive verb "^z've," and is, therefore, in the objective case; 
according to Rule IX., "When two nouns," etc. 

EXAMPLES FOR PARSING. 

1. My father asked Jane the question. 

2. Will you bring William the book ? 

3. Mr. Thomas built the parson a house. 

4. Who bought your sister a new hat? 

5. Do me the favor to call a moment. 

6. Deny him not his request. 

7. He drew the merchant some wood. 

8. Envy no man his reputation. 

9. James furnished his mother a home. 

10. Get me the book. 

11. Who gave you my slate ? 

12. Hand me the bowl. 



SYNTAX. ^ 229 



RULE X. 

When a noun follows and depends on the passive form of either 
of the verbs mentioned in Rule IX., it must be in the objective case. 

SYMBOL OF RELATION. 
10. Objective after a passive verb. 

Model for Parsixo. 
<* By whom was the class taught grammar? " 

z:^A4-2n A.Ai D Aio 

^^ Grammar ^^ is a common noun, of the third person, and singular 
number; it here follows and depends on ^^ was taught,^' the passive 
form of the verb to teach, and is, therefore, in the objective case ; 
according to Rule X., ''A noun which follows and depends," etc. 

examples for parsing. 

1. Hattie was denied her request. 

2. The man was envied his wealth. 

3. He w^as refused even that small privilege. 

4. The book was given him by his father. 

5. The story was told them confidentially. 

6. Many favors were promised us. 

7. Jane was taught arithmetic by Mr. Colburn. 

8. Geography was taught them by Mr. Tenney. 

9. A pardon was granted him by the Governor. 

10. Water was brought me from the spring. 

RULE XI. 

The name of a person or thing directly addressed, must be in the 
independent case, 

SYMBOL OF RELATION. 

11. Independent case by direct address. 

Model for Parsing. 

^^John, have you recited your lesson ? " 
All ^1 □ ^3 ^4-1 

^^John^^ is a proper noun, of the masculine gender, second person, 
and singular number; it is here the name of the person who is 
directly addressed, and is, therefore, in the independent case ; ac- 
cording to Rule XI., ''The name of a person or thing directly ad- 
dressed, must be in the independent case." 

EXAMPLES FOR PARSING. 

1. Americans, your homes are invaded. 

2. Citizens, I call on you to aid me. 

20 



230 ELEMENTS OF ENGLISH GRAMMAR. 

3. Henry, will your father be here to-day? ' 

4. Jane, why were you tardy this morning ? 

5. Boys, will you call next week ? 

6. Do you know, Laura, the lesson ? 

7. my friends ! be not deceived ! 

8. Stay, lady, stay for mercy's sake ! 

9. My son, give me thine heart. 

10. Mary, have you heard the news ? 



RULE XII. 

A noun used as an exclamation, or a part of an exclamation, must 
be in the independent case. 

SYMBOL OF RELATION. 
12. Independent case by exclamation. 

Model eor Parsing. 

*^ Gracious Heavens! what do I see? " 

A A^2 04-1 ^Q 

^'■Heavens^^ is a common noun, of the third person, and plural 
number; it is here used as. an exclamation, and is, therefore, in the 
independent case ; according to Rule XII., '^ A noun used as an ex- 
clamation, or a part of an exclamation, must be in the independent 
case." 

EXAMPLES FOR PARSING. 

1. Ah, me! I am ruined ! 

2. Blest harmony ! that far excels 

All music else, on earth that dwells. 

3. Alexander the Great ! he lived, alas ! to make a wreck of life ! 

4. Oh ! deep enchanting prelude to repose ! 
The dawn of bliss, the twilight of our woes ! 

5. Oh ! the pain, the bliss of dying ! 

6. Hark ! that music ! did you hear it ? 

7. The rain! the rain ! how it pours ! 

8. Stop ! the thunder ! the rain will soon be here ! 

9. List! the coming tornado ! let us fly to some place of refuge ! 

10. Alas, my native land I the dear home of my childhood ! must 
it be a divided country ! the home of contending factions !, 



RULE XIII. 

A noun used as a pleonasm, must be in the independent case. 

SYMBOL OF RELATION. 
13. Independent case by pleonasm. 



SYNTAX. 231 

Model for Parsing. 

^^The fathers, where are they? and the prophets, do they live forever 2''^ 

A A13 n DAI C7 A A18 DA D n 

'''■Fathers^'' is a common noun, of the masculine gender, third per- 
son, and singular number ; it is here used as a pleonasm, and is, 
therefore, in the independent case; according to Rule XIII., *'A 
noun used as a pleonasm, must be in the independent case." 

EXAMPLES FOR PARSING. 

1. The sunny hours of youth, how soon they leave us forever! 

2. The friends of our early years, where are they now? 

3. The patrons of our prosperity, why have they forsaken us ? 

4. The career of Napoleon — does it not teach us many impressive 
lessons? 

5. The baptism of John, was it from heaven, or of men? 

6. The victories of Alexander the Great — would they not have 
been vastly more glorious, if he had conquered himself? 

7. The pleasures of appetite, how short their duration, and how 
often do they end in sorrow ! 

8. The Pilgrim Fathers, they began and ended every work with God. 

RULE XIV. 

A noun joined with a participle, and forming no part of either the 
subject or the predicate of a sentence, must be in the independent case. 

SYMBOL OF RELATION. 
14. Independent case with a participle. 

Model for Parsing. 

^^The sun having set, ive retired.'''* 

A A14 D Ai n 

*'iSzm" is a common noun, of the third person, and singular num- 
ber ; it is here joined with the participle " having set,'' and as it forms 
no part of either the subject or the predicate of a sentence, it is in 
the independent case ; according to Rule XIV., " A noun joined with 
a participle," etc. 

Note. The noun and participle are usually equivalent to a subordinate 
clause ; thus, the sentence, "The sun having set, we retiredy" is equivalent to, 
"After the sun had set, we retired" 

EXAMPLES for PARSING. 

1. The sun having risen, we went away. 

2. Shame being lost, all virtue is lost. 

3. The war being ended, the soldiers were discharged. 

4. His work being done, let him rest in peace. 

6. Napoleon, the battle of Waterloo being lost, died in exile. 

6. The sun having gone down, the firing ceased. 



232 ELEMENTS OF ENGLISH GRAMMAR. 

7. The oration having been pronounced, the assembly was dis- 
missed. 

8. School having closed, the boys went home. 

9. The last Rule for the construction of nouns having been given, 
the next will treat of adjectives. 

RULE XV. 

Adjectives belong to the nouns which they qualify, or limit. 

SYMBOL OF RELATION. 

15. Relation of an adjective to a noun. 

Model eor Paesing. 

^^ Good citizens love their country ^ 

A15 Ai D A3 A4-1 

^^Good^^ is a descriptive adjective, and is compared as follows : By 
superiority — Pos. good; comp. better; sup. best. By inferiority — 
Tos. good ; comp. less good ; sup. least good. It is here found in the 
positive degree, qualifying the noun " man,^' and it, therefore, be- 
longs to ^'man;'' according to Rule XV., '^ Adjectives belong to the 
nouns which they qualify or limit." 

EXAMPLES FOR PARSING. 

1. A large tree was growing in the forest. 

2. Wicked men often deceive us. 

3. The good teacher loves diligent pupils. 

4. The sun is a luminous body. 

5. Large trees grow in the forest. 

6. The moon is an opaque body. 

7. A luminous body shines by its own light. 

8. An opaque body shines, if at all, by borrowed light. 

9. Idle boys become useless men. 

10. Alfred w^as a wise and pious king. 

11. True politeness has its seat in the heart. 

RULE XVI. 

An adjective joined with an intransitive or a passive verb, which 
is not in the infinitive mood, to form the predicate of a sentence, be- 
longs to the subject. 

SYMBOL OF RELATION. 

16. Relation of a predicate adjective. 

Model for Parsing. 

^^The sun is very bnght.^^ 

A Ann A 

16 1 16 



SYNTAX. 166 

''Bright " is a descriptive adjective, and is compared as follows : ^ 
By superiority — Pos. bright; comp. brighter; sup. brightest. By in- ' 
feriority — Pos. bright; comp. less bright; sup least bright. It is here 
found in the superlative degree, and is joined with the intransitive 
verb "25," to form the predicate of the sentence, and it, therefore, 
belongs to the subject "sz//z;" according to Rule XVI., ''An adjec- 
tive joined with an intransitive or a passive verb," etc. 

EXAMPLES FOR PARSING. 

1. Henry is industrious. 

2. If we are earnest, w^e shall become wise. 

3. Good men are generally happy. 

4. Charlotte is good rather than beautiful. 

5. The trees of the forest look green. 

6. The speaker was eloquent. 

7. Susan is diligent and successful. 

8. Snow is white, and grass is green. 

9. Duty is pleasant to the good. 

10. Truth is omnipotent. 



RULE XVII. 

Pronouns must agree with the nouns for which they stand, in gen- 
der, number, and person ; and in other respects must have the con- 
struction of a noun. 

SYMBOLS OF RELATION. 

17-1. Pronoun as subject of a finite verb; as, I write. 

A D 

17-1 
17-2. Pronoun as subject of an infinitive ; as, He saw me go. 

A D AD 

17-1 17-2 
17-3. Pronoun as a possessive; as, My father! must T go? 

A A AD 

17-5 11 17-1 

17-4-1. Pronounasobjeclof a transitive verb; as, ^ear TTie. 

□ ^17-4-1 
17-4-2. Pronoun as object of a preposition; as, Come unto me. 

D Q A 

17-4-2 
17-5. Pronoun as predicate nominative ; as. It is I. Sec, &c. 

AHA 

17-1 17-5 
20^ 



284 ELEMENTS OF ENGLISH GRAMMAR. 

Models for Parsing the Pronoun. 

I. Personal Pronouns. 

^^I satv James and his brother with you.^* 

AD A C^A A Q A 

17-1 4-1 17-3 4-1 4-2 

»*/" is a personal pronoun, standing for the name of the person 
who is speaking, and, hence, of the masculine or feminine gender, 
first person, and singular number; according to Rule XVII., " Pro- 
nouns must agree with the nouns for which they stand, in gender, 
person, and number ; and in other respects must have the construc- 
tion of a noun." It is here the subject of the finite verb ^^saw,^^ and 
is, therefore, in the nominative case; according to Rule I., *'The 
subject of a finite verb must be in the nominative case." 

^^ffis " is a personal pronoun, standing for the noun '•'James; " and, 
hence, of the masculine gender, third person, and singular number ; 
according to Rule XVIL, "Pronouns must agree," etc. It here 
limits the noun " iro^Aer," denoting whose brother ; and is, therefore, 
in the possessive case; agreeably to Rule III., "A noun which limits 
another noun, denoting its origin, possession, or relation, must be in 
the possessive case." 

"Zow" is a personal pronoun, standing for the name of the per- 
son who is spoken to ; and, hence, is of the masculine or feminine 
gender, second person, and singular number ; according to Rule 
XVII., "Pronouns," etc. It here follows and depends on the prepo- 
sition "w?^A," and is, therefore, in the objective case; according to 
Rule IV., "A noun which follows and depends on a transitive verb 
or a preposition, must be in the objective case." 

EXAMPLES FOR PARSING, 

1. Henry and his brother are in the city. 

2. Harriet and her sister are busy. 
8. I saw him at their house. 

4. My brother and I have been away. 

6. The lady called at our house. 

6. She told us of you and your friends. 

7. You may be sure it is so. 

8. They were at their brother's. 

9. Can I see your book ? 

30. He is the model boy of our school. 

11. Pauline and her friends will visit us. 

12. Lucilla has gone to see her cousins. 

II. Relative Pronouns. 
^^The man who is virtuous^ is happy. ''^ 

A A AD A DA 

16 17-1 16 16 

<*Tr^o" is a relative pronoun, introducing the subordinate clause, 
^^ who is virtuous y'' and standing for the noun '^man;'' it is, there- 



SYNTAX. 235 

fore, of tlie masculine gender, third person, and singular number ; 
according to Rule XVII., "Pronouns must agree," etc. It is here 
the subject of the finite verb "es," and is, therefore, in the nomina- 
tive case ; according to Rule I., etc. 

EXAMPLES FOR PARSING. 

1. I am he whom ye seek. 

2. It is I, who did the work. 

3. I will speak to you, who hear me. 

4. Persons who live for this world only, are dead while they live. 

5. The trees that I planted, are growing finely. 

6. I love them that love me. 

7. As many as I love I chasten. 

8. The birds which sing so sweetly, are a proof of God's love. 

9. They which seek wisdom shall find it. 

10. James was the first of the family that entered school. 

« III. Interrogative Pronouns. 

1. ''Who called you?'' 

^17-1 □ ^17-4-1 

^'Who'" is an interrogative pronoun, standing for the name of the 
person about whom the question is asked ; and, hence, is of the mas- 
culine or feminine gender, third person, and singular number ; ac- 
cording to Rule XVII., "Pronouns," etc. It is here the subject of 
the finite verb ''called,'' and is, therefore, in the nominative case; 
according to Rule I., "The subject," etc. 

* 
2. "Whose hat do you wear?'"* 

A AD A D 

17-3 4-1 17-1 
" Whose" is an interrogative pronoun, standing for the name of the 
person about whom the question is asked ; and, hence, is of the mas- 
culine or feminine gender, third person, and singular number ; ac- 
cording to Rule XVII., "Pronouns," etc. It here limits the noun 
"hat," denoting whose hat, and is, therefore, in the possessive case ; 
agreeably to Rule III. 

EXAMPLES FOR PARSING. 

1. With whom did you come to school ? 

2. What can I do for you? 

3. What are you doing ? 

4. Whose book is on the table ? 
6. Who do men say that I am ? 

6. Who was the guilty man ? 

7. To whom is your father writing ? 

8. Whose coat was found ? 

9. From whom did the letter come ? 

10. Which of the men is your friend ? 

20* 



236 ELEMENTS OF ENGLISH GEAMMAR. 

IV. Compound Pronouns. 
*' What is done J can never be undone.^* 

A"-i n n D 

"TT/ia^" is a compound word, comprising in itself a pronoun, and 
the noun for which it stands, being equivalent to ^^ that which,''' or 
*' the thirty which.''^ The first part, " that,''' is a restrictive adjective, 
having the construction of a common noun, of the third person, and 
singular number ; it is here the subject of the finite verb " c«n he 
undone,'' and is, therefore, in the nominative case; agreeably to Rule 
I., " The subject of a finite verb must be in the nominative case." 

The latter part, '■^ which," is a relative pronoun, introducing the 
subordinate clause, ^' which is done," and standing for the adjective 
noun '^that," and, hence, is of the third person, and singular num- 
ber; agreeably to Rule XVII., "Pronouns must agree," etc. It is 
here the su)fject of the finite verb "w done," and is, therefore, in the 
nominative case ; according to Rule I., " The subject of a finite^verb 
must be in the nominative case." 

ANALYSIS OP THE SENTENCE. 

*' What is done, can never be undone," is a sentence, because it is an 

expression which makes complete sense. 

It is a complex sentence, because it makes but one assertion, and 

yet has more than one subjei3t and predicate. 

The principal clause is, ^^That can never he undone." 

The subordinate clause is, ''which is done." 

The subject of the principal clause is, ''that." 

The predicate of ihe principal clause is, " can never be undone." 

The subject of the subordinate clause is," which." 

The predicate of the subordinate clause is, ^'is done." 

EXAMPLES FOR PARSING. 

1. He knows not what sufferings I endure. 

2. He will do what is proper. 

3. I will do what is right. 

4. Will you do what I bid you ? 

6. Whatever purifies, ennobles the heart. 

RULE XVIII. 

A finite verb must agree with its subject in number and- person. 

SYMBOL OF RELATION. 
18. Relation of a finite verb to its subject. 

Model for Parsing. 

^^ The wind whistled around the old chimney J*^ 

A A D Q A A A 

16 1 18 lo 15 4-2 



SYNTAX. 237 

^^ Whistled ^^ is an intransitive, regular verb ; its elements are, first, 
whistle; second, whistling; third, whistled; fourth, whistled. It is 
here found in the common form, indicative mood, and past tense ; 
and is of the third person, and singular number, to agree with its 
subject ^'wind;'' agreeably to Rule XVIII,, "A finite verb must agree 
with its subject in number and person." 

EXAMPLES FOR PARSING. 

1. I am monarch of all I survey. 

2. Thou art a noble youth. 

3. Lovest thou me? 

4. Mary has Jane's book and hat. 
6. Mr. Allen is a worthy man. 

6. Evil communications corrupt good manners. 

7. A thirst for power has ruined many. 

8. They might go if they chose. 

9. Hear, ye children, the instructions of a father. 

10. We might have been prepared, if we had studied. 

RULE XIX. 

A verb in the infinitive mood is governed by the word, phrase, or 
clause on which it depends. 







SYMBOLS 


OF RELATION. 


19-1. 


The infin 


itive dependir 


ig on 


a noun. 


19-2. 








an adjective. 


19-3. 








a pronoun. 


19-4. 








a verb. 


19-5. 








an adverb. 


19-6. 








a preposition. 


19-7. 








a conjunction. 


19-8: 








an interjection. 






Model 


FOB 


Parsing. 



^^Mary has a desire to learn.'''* 

A DA A D 

1 18 15 4-2 19-1 
" To learn'''' is an intransitive, regular verb; its elements are, first, 
= learn ; second, learning ; third, learned; fourth, learned. It is here 
found in the common form, infinitive mood, and present tense; and 
as it depends on the noua "c?mre," it is governed by ^^ desire ^^ ; ac- 
cording to Rule XIX., "A verb in the infinitive mood," etc. 

EXAMPLES FOR PARSING. 

1. Charles is anxious to become a scholar. 

2. Johnson is too wicked to reform. 

3. Father wishes me to be prompt. 

4. James is determined to excel his classmates. 



238 ELEMENTS OF ENGLISH GRAMMAR. 

5. I intended to finish this lesson yesterday. 

6. The man conducted too badly to be forgiven. 

7. William is about to recite his lesson. 

8. The fog was so thick as to conceal the mountain. 

9. I do not know how to manage the affair. 

10. I am delighted to see you. 



RULE XX. 

I. Participles having the construction of adjectives, belong to the 
nouns which they qualify or limit. 

II. A participle having the construction of a noun, may be the 
subject of a verb, or the objective after a transitive verb or a prepo- 
sition, or it may be used independently. 

SYMBOLS OF RELATION. 
20-1. A participle having the construction of an adjective. 
20-2. A participle as a subject. 
20-3. A participle as an object. 
20-4. A participle used independently. 

Models fob, Parsing. 

I. ^^ Henry having lost his book, bought another^ 

A D A A D A 

1 20-1 17-3 4>1 18 4-1 

^'-Having lost'''' is a past perfect participle from the verb to lose; its 
elements are, first, lose; second, losing; third, lost; fourth, lost. It 
has here the construction of an adjective, limiting the noun ^^Henry,^^ 
audit, therefore, belongs to ^^Henry; " according to Rule XX. I., ''Par- 
ticiples having the construction of adjectives,'' etc. 

II. ^^ Reading the Scriptures should he a daily exercise.''^ 

AAA n A A A 

20-2 15 4-2 18 15 15 5 

^^Reading^'' is a present participle, from the verb to read; its ele- 
ments are, first, read ; second, reading ; third, read; fourth, read. It 
has here the construction of a common noun, of the third person, 
and singular number : and as it is the subject of the finite verb^ 
" should 6e," it is in the nominative case ; according to Rule I., " The 
subject," etc. 

EXAMPLES FOR PARSING. 

1. Henry seeing a new knife, purchased it. 

2. The farmer leaving his plow, hastened to the war. 

3. Harriet, while studying her lesson, fell asleep. 

4. His work being finished, he went home. 

5. It was a convincing argument. 

0. By being diligent, we can be successful. 



SYNTAX. 239 

7. Stealing is pilfering. 

8. I saw the dawning, and the setting of the sun. 

9. Much depends on your writing frequently. 

10. The roaring of the Maelstrom, on the coast of Norway, can 
sometimes be heard forty miles. 

RULE XXI. 

An adverb qualifies the word, phrase, or clause which it modifies. 

SYMBOLS OF RELATION. 

21-1. An adverb qualifying a noun. 

21-2. " " " an adjective. 

21-3. *< ** " a pronoun. 

21-4. " '' '' a verb. 

21-5. '' '' " an adverb. 

21-6. '* " ** a preposition. 

21-7. ** " " a conjunction. 

21-8. ** *' " an interjection. 

21-9. " ** *< a phrase. 

21-10. '* '« " a clause. 

Models fos Parsing. 

^^The members ofJhis class study diligently. ^^ 

A A qa ad n 

15 1 15 4-2 18 21-4 

^^Diligently^' is an adverb, and is compared as follows: By superi- 
ority — Pos. diligently; comp. more diligently; sup. most diligently. 
By inferiority — Pos. diligently; comp, less diligently; sup. least dili- 
gently. It is here in the positive degree, modifying the verb ''• study, ''^ 
and it, therefore, qualifies ''study;''' according to Rule XXI., "An 
adverb qualifies the word, phrase, or clause, which it modifies." 

EXAMPLES FOR PARSING. 

1. Even girls sometimes exhibit the Young xlmerican spirit. 

2. Jane is very industrious. 

3. Even they, his accusers, were guilty. 

4. The birds fly swiftly. 

5. James walks very rapidly. 

6. Far in a wild unknown to public view, 
From youth to age, a reverend hermit grew. 

7. Even if we fail, it can be no worse for us. 
8 Onward! right onward ! ever onward. 

9. It certainly was my intention to go. 

10. Now for the prize ! away ! away ! 



240 ELEMENTS OF ENGLISH GRAMMAR. 



RULE XXII. 

A preposition introduces an adjunct phrase, and connects its prin- 
cipal noun to the word that it modifies. 

SYMBOLS OF RELATION. 
22-1. A preposition connecting two nouns. 

a noun to an adjective. 



22-2, 
22-3. 
22-4. 
22-5. 
22-6. 



a noun to a pronoun, 
a noun and a verb, 
a noun and an adverb, 
a noun and an interjection. 
22-7. ** introducing an independent adjunct phrase. 

Model for Parsing. 

^^ Thomas is walking in the garden.^^ 

A □ ^A A 

1 18 22-4 15 4-2 

*'J;i" is a preposition, introducing the adjunct phrase, *'m the gar- 

den,^' and connecting the noun ^^ garden^- to the verb ^^is walking^''; 

according to Rule XXII., ''A preposition introduces an adjunct 

phrase, and connects its principal noun to the word that it modifies. 

EXAMPLES FOR PARSING. 

1. Johnson went through the village. 

2. William went to live with the brother of the minister. 

3. Hamlin is desirous of fame. 

4. Mary bore her sufi'erings with great fortitude. 

5. He answered, evasively in a measure. 

6. John is like his brother. 

7. All men should prepare for death. 

8. Oh ! for a lodge in some vast wilderness ! 

9 For a mere tyro to dispute a philosopher, betrays both weak- 
ness and impudence. 

10. Which of you went to the city ? 



RULE XXIII. 

Conjunctions connect words, phrases, and clauses, of similar con- 
struction ; or they introduce a subordinate clause and" express its 
connection. 

SYMBOLS OF RELATION. 

28-1. A conjunction connecting words. 

23-2. ** " phrases. 

23-3. ** ** clauses. 

23-4. ** ** the members of a compound sen- 

tence. 

28-5. *' introducing a subordinate clause. 



SYNTAX. 241 

Model for Parsing. 

^^ Henry and Charles are at the village,'''* 

A o A DqA a 

1 23-1 1 18 22-4 15 4-2 

^'And^'' is a conjunction followed by the noun '■'Charles,'' which 
it connects to '■^ Henry;''' according to Rule XXIII., etc. 

EXAMPLES FOR PARSING. 

1. Minnie has learned and recited the lesson. 

2. The orator spoke freely, and to the purpose. 

3. The day has dawned, and the streets are full of people. 

4. The rain is over, and the clouds have dispersed ; but the ground 
is wet, and the air is cold and damp. 

5. The secretary labored diligently, but to little purpose. 

6. The snow is white, because it reflects all the colors of the rainbow. 

7. If your brother calls for me, I will accompany him. 

8. The sun is very bright, but the clouds are dark. 

9. I am not sure that he spoke the truth. 

10. Bright and sunny, should be the hours of childhood and youth. 



RULE XXIV. 

An interjection has no grammatical relation to other words. 

SYMBOL OE RELATION. 
24. An interjection. 

Model for Parsing. 

^^Alas I my friend is ruined.''' 

O A A D 

24 17-3 1 i8 

'■^ Alas'' is an interjection, denoting sorrow, or regret: it is inde- 
pendent of grammatical construction ; according to Rule XXIV., 
"An interjection has no grammatical relation to other words." 

EXAMPLES FOR PARSING. 

1. Ah, me ! what shall I do ? 

2. Hush ! the teacher is coming. 

3. Oh ! for a closer walk with God ! 

4. For shame ! to be so angry ! 

5. Hurrah ! for Union and Liberty ! 

6. Aha ! so would we have it ! 

7. Woe unto thee, Chorazin ! 

8. Speed 1 the soldier is dying! 

9. Pshaw ! I do not believe it. 

10. Haste ! or all will be lost. 

21 ' Q 



242 ELEMENTS OF ENGLISH GRAMMAR. 



GENERAL EXERCISE. 

1. The days of our youth — how bright and sunny they are! 

2. Pleasure is a gilded phantom, that lures the fancy ; and, alas ! 
for us, too often steals the heart. 

3. If the bright days, the warm blood, and the joyous hopes of 
youth, could always last, oh ! how strongly should we cling to life ! 

4. Can we suppose, that God created us with such a thirst for im- 
mortality, and endow^ed us with all the attributes of humanity, only 
to disappoint and to mock us? 

5. " Can storied urn or animated bust, 

Back to its mansion call the fleeting breath? " 

6. *'Our public schools give the keys of knowledge to the mass 
of the people." 

7. *' Words are the vehicles by which thought is made visible to 
the eye, and intelligible to the mind of another." 

8. The hopes most tenderly cherished, and the friends most dearly 
loved — alas! how many times do we find them but a broken reed, 
that pierces him who leans upon it ! 

9. How often, alas ! are the young, after having started into life, 
full of hope and eager for pleasure, doomed to drink from the cup 
of sorrow, and to pass the evening of their days in disappointment ! 



PART FOURTH. 

ELEMENTS OF PUNCTUATION. 



Thiat branch of Prosody which treats of the pauses used in writing, 
is called Punctuation. 

The only pauses which will be mentioned in these Elements, are, 
the comma, the semicolon, the colon, the period, the interrogation point, 
the exclamation point, the dash, and the marJas of quotation; these hav- 
ing been frequently used in the foregoing lessons. 



SECTION I. 

OF THE COMMA. 

The comma (thus , ) is a period with a curve to the left at the 
bottom. The following are the most common Kules for its use. 

RULE I. 

Two words, phrases, or clauses, having the same construction, if 
not united by a conjunction, should be separated by a comma. 

Model I. 

^^The dignity of man consists in thought, intelligence.^^ 
^''ThoughV and ''intelligence,'''' are nouns having the same construc- 
tion, and are not united by a conjunction : they should, therefore, be 
separated by a comma; agreeably to Rule I., etc. 

Model II. 

''''For humanity'' s sake, for your oivn sake, I entreat you to desist.^' 

The two phrases, ''/or humanity^ s sake,"*^ and '^for your oivn sake,'''* 
have the same construction, and are not united by a conjunction : 
they should, therefore, be separated by a comma ; agreeably to Kule 
I., "Two words, phrases, or clauses, having the same construction, 
if not united by a conjunction, should be separated by a comma." 

243 



244: ELEMENTS OF ENGLISH GRAMMAR. 

Model III. 

**/ mount, I soar to worlds unknown.^* 
The two clauses, •'/ mount,^^ and '^I soar^'^ have the same construc- 
tion, and are not connected by a conjunction : they should, therefore, 
be separated by a comma; agreeably to Rule I. 

EXAMPLES TO BE POINTED. 

1. Allof nature's works are stamped with beauty perfection. 

2. Peaceful happy be thy life. 
8. Raise lift me up. 

4. We are fearfully wonderfully made. 

5. They fought they bled for liberty. 

6. If worth if thought are jewels let us make them ours. 

7. He walked the horse trotted the horse. 

8. Shall the names of the heroes the martyrs of liberty be for- 
gotten ? * 

RULE II. 

Three or more words, phrases, or clauses, having the same con- 
struction, should be separated from each other by commas. 

Model. 

^^ Industry, honesty, and temperance are essential to happiness. ^^ 
The three nouns, ^^ industry,^^ ^^ honesty, ^^ and ^^ temperance,'^ h3i\e 
the same construction, and are, therefore, separated from each other 
by commas; agreeably to Rule II., etc. 

EXAMPLES TO BE POINTED. 

1. The arts prolong embellish and comfort human life. 

2. Infancy childhood youth manhood and age make up the whole 
of life. 

3. The fruits of the Spirit are love joy peace long-suffering gentle- 
ness goodness faith meekness temperance. 

4. Regret for the past grief at the present and anxiety respecting 
the future are plagues which affect the most of men. 

5. To cleanse our opinions from falsehood our hearts from malig- 
nity and our actions from vice is our first concern. 

6. Beauty haunts the depths of the sea walks abroad among the 
stars and spreads her choicest mantle over the landscape. 

7. They walked they rode they reached their destined place of 
rest. 

8. In eloquence we see sublimity beauty genius and power in their 
noblest exercise. 

RULE III. 

Words and phrases in apposition, should generally be separated 
from the context by commas. 



ELEMENTS OF PUNCTUATION. 245 

^ Model. 

*^3Iilton, the author of 'Paradise Lost,' loas the most renoivned of the 
English poets. '^ 

^'The author of 'Paradise Lost,' " is a phrase in apposition with 
''Milton.'' It has, therefore, a comma both before and after it; 
agreeably to Rule III., etc. 

EXAMPLES TO BE POINTED. 

1. Mahomet the false prophet was a native of Mecca a city of 
Arabia. 

2. Diogenes the Greek philosopher lived in a tub. 

3. Walter Scott the poet and novelist will never be forgotten. 

4. Napoleon Bonaparte the Emperor of France died in exile. 

6. George Washington the First President of the United States 
was a great and good man. 

6. Horace Greel#y the editor of the New York Tribune is an able - 
writer. 

7. Daniel Webster the statesman died at Marshfield. 

8. Noah Webster the lexicographer lived at New Haven. 



RULE IV. 

Contrasted words and phrases should be separated from each other, 
and from the context, by commas. 

Model. 

"We ought not to betray, hut to defend, our country." 
The phrase, "hut to defend," is contrasted with the one that pre- 
cedes it. It has, therefore, a comma before and after it; agreeably 
to Rule IV., " Contrasted words and phrases," etc. 

EXAMPLES TO BE POINTED. 

1. False delicacy is affectation not politeness. 

2. Worth not riches procures esteem. 

3. She is not beautiful but graceful. 

4. The path of humility not of pride leads to honor. 
6. Deeds not words are the true test of character. 

6. We should judge others not by our light but by their own. 

7. The first object of a true zeal is that we may do right not that 
we may prosper. 

8. I wish you to improve your time not to waste it. 



RULE V. 

A comma must be placed between the subject and the predicate, in 
the following cases : 
21* 



246 ELEMENTS OF ENGLISH GRAMMAR. 

1. When the meaning would not be clear without it. • 

2. When two or more nouns, as subjecft, have no conjunction be- 
tween them. 

3. When the last two of several nouns, as subjects, are connected 
by ** or^^'' or '''nor.'*'* 

4. When the parts of a complex sentence are separated by one or 
more commas. 

6. When the subject is a subordinate clause. 

Model I. 

'•''Tlie good alone, are greats 
^' Alone'''' is placed in such a position, that it may belong either to 
the subject or the predicate: as it should belong to the subject, it 
has a comma after it; agreeably to Rule V-l. 

Model II. 9 

^^ Riches, pleasure, health,^^ become evils, ivhen wrongly used.^- 
^^ Riches, pleasure, health,'''' the several subjects, have no conjunction 
Ibetween them : a comma is, therefore, placed before the predicate ; 
agreeably to Rule Y-2. 

EXAMPLES TO BE POINTED.. 

1. Men unenlightened by the Gospel in Africa in Asia everywhere 
are dark and cruel. 

2. The sage the saint or the hero often lies concealed in the ple- 
beian. 

3. That you have wronged your friend is obvious. 

4. That these things are my property is what I shall endeavor to 
prove. 

5. The student of purpose alone is successful. 

6. The man who does his duty only is happy. 

7. The man who hoards up money for its own sake only is a miser. 

8. Humanity duty right should be our watchword. 

9. The richest blessings the greatest privileges become when per- 
verted a curse. 

10. John Charles or Henry will be here this evening. 

11. That many young persons waste their time on trifles is a fact 
to be deplored. 

12. He who teaches often learns himself. 

13. A youth a boy a child might understand the question. 

14. Whoever firmly wills may become a good man. 

Remark. — Let the pupils analyze, symbolize, and parse each of 
the sentences under Rule V., and likewise the sentences given as ex- 
amples under each of the remaining rules. 



ELEMENTS OF PUNCTUATION. 247 



RULE Yl. 

A relative clause takes a comma before it, when its meaning can be 
expressed, neither by an adjective, nor an adjective phrase. 

Model I. 

^^The man who is virtuous, is happy. ^^ 
The meaning of the relative clause, ^^who is virtuous,^^ can be ex- 
pressed by an adjective ; thus, ^'The virtuous man is happy ; " no com- 
ma, therefore, is required before the relative clause. A comma is 
required after virtuous ; agreeably to Rule Y-S. 

EXAMPLES TO BE POINTED AND PARSED. 

1. The man who is diligent will be successful. 

2. The boy who is studious will excel. 

3. The horse that I rode stumbled and fell. 

4. Can you tell me whose books these are ? 

5. The man who is honest industrious and faithful will not want 
for friends. 

Model II. 
^^ Study nature, whose works and latos are wonderful and sublime, ^^ 
The meaning of the relative clause in this sentence, can neither 
be expressed by an adjective, nor an adjective phrase: hence, it is 
preceded by a comma ; agreeably to Rule VI., etc. 

EXAMPLES. 

1. *'No poet can equal Shakspeare from whom all may derive 
wisdom." 

2. Avoid rudeness of manners which must hurt the feelings of others. 

3. Every good man must love the country in which he was born. 

4. The child was much attached to his sister who loved him dearly 
in return. 

RULE YII. 

The word or phrase by which a person or thing is directly ad- 
dressed, should be separated by commas from the rest of the sen- 
tence. 

Model. 
*'/ warn^you, sir, not to be deceived.''^ 
^^Sir,^^ in this sentence is the title, by which the person spoken tcT 
is directly addressed : and, hence, is preceded and followed by a 
comma ; agreeably to Rule VII. 

EXAMPLES TO BE POINTED AND PARSED. 

1. Boast not dear friends of to-morrow. 

2. My son give me thine heart. 



248 ELEMENTS OF ENGLISH GRAMMAR. 

3. I am obliged to you ladies for your kindness. 

4. Never fellow-citizens yield to the seductions of heartless dema- 
gogues. 

6. Idleness boys is a ruinous vice. 

6. You know not young friends the moral dignity to which you 
may attain, 

7. It is time John to go to school. 

8. I wish you sir to understand me. 

9. I ask your pardon gentlemen for the intrusion. 

10. Let me tell you young ladies the day is at hand when charac- 
ter will depend on worth not on position. 



RULE VIII. 

A parenthetic word, phrase, or clause, should be separated from 
the context by commas. 

Model. 

^^ Study, I beseech you, to store your minds with useful knowledge. ^^ 

*'/ beseech you,^'' is a parenthetic clause, and has, therefore, a com- 
ma both before and after it ; agreeably to Rule VIII. 

. EXAMPLES TO BE POINTED AND PARSED. 

1. His word to be sure is as good as his bond. 

2. I beseech you therefore to retire from the contest. 

3. Let us send light and joy if we can everywhere. 

4. It is certain come what may that the light of truth cannot be 
put out. 

5. Man in the loftiest flights of his imagination could never have 
conceived of the Christian's heaven. 

6. Thirst for glory says a great writer is often founded on ambi- 
tion and vanity. 

7. Mind after all moves the world. 

8. Cherish therefore feelings of kindness toward all men. 

9. The wisest man if destitute of piety makes a failure of life. 



RULE IX. 

Adjectival, adverbial, participial, and independent phrases, should 
be separated by commas from the rest of the sentence. 

Model. 
*^ Anxious to secure popularity , he sacrificed every principle of honor " 
^'■Anxious to secure popularity^''' is an adjective phrase, and is, there- 
fore, followed by a comma; agreeably to* Rule IX., *' Adjectival, ad- 
verbial," etc. 



ELEMENTS OF PUNCTUATION. 249 

EXAMPLES. 

1. Having learned our lessons, we are now ready to recite. K par- 
ticipial phrase. 

2. Aside from every other consideration, men should act from 
principle for its own sake. Adverbial. 

3. To speak candidly, I do not understand you. Independent. 

EXAMPLES TO BE POINTED AND PARSED. 

1. The fathers where are they ? 

2. The prince his father being dead succeeded to the throne. 
8. Cradled in the camp Napoleon was the idol of the army. 

4. Napoleon after having reached the pinnacle of human glory- 
died in exile. 

5. The storm having passed the travellers proceeded on their 
journey. 

G. Shame being lost all virtue is lost. 

7. Generally speaking his conduct is honorable. 

8. There are to confess the truth very few persons whose life is 
fashioned after the golden rule. 

9. Employed on trifles a strong mind loses its tension. 

10. To supply his lack of physical strength and agility, the Cre- 
ator endov/ed man with superior qualities of intellect. 

RULE X. 

Transposed and inverted phrases should be separated from the rest 
of the sentence, by commas. 

Note 1. The natural order of a declarative sentence, requires, 
that the subject and its modifiers should precede the predicate and 
its modifiers. 

Note II. In an interrogative sentence, the verb or its auxiliary 
comes first, then the subject and its modifiers, and, lastly, the modi- 
fiers of the predicate. 

Note III. But if the interrogative clause be introduced by an 
interrogative pronoun, no particular order is required. 

Note IV. In an exclamatory sentence, first comes the exclama- 
tory word, then the subject and its modifiers, and, lastly, the predi- 
cate and its modifiers. 

Note V. A sentence is transposed or inverted, when some of its 
parts are not arranged in their natural order. 

Illusteation. 

I. Natural Order. 

^^Light is the most perfect and delightful of all our senses,^* Here no 
comma is required. 



250 ELEMENTS OF ENGLISH GRAMMAR. 

II. Inverted Order. 

*'0/ all our senses, light is the inost perfect and delightfuV^ Here a 
comma is placed after '^ senses ;"" agreeably to Rule X. 

EXAMPLES TO BE POINTED AND PARSED. 

1.. For want of principle genius has often been a curse. 

2. AVithout much thought books cannot be profitably read. 

3. With what you have be satisfied. 

4. As cold water to a thirsty soul so i. good news from a far country. 
6. To the truly pious death is gain. 

6. To the wise and good old age presents a scene of tranquil enjoy- 
ment. 

7. By many principle is sacrificed to interest. 

8. Of all bad habits idleness is the mo^t ruinous. 

9. In all your conduct be governed by principle. 

10. Every day of our life we ought to learn something new. 



RULE XL 

Two clauses, the second of which is either dependent on, or added 
to the former, should generally be separated by commas. 

Model. 

^^The rain is falling, and the streets are muddy ^ 

*-'The rain is falling,^'' is a clause which makes complete sense, and 
it is, therefore, separated by a comma from the one which is added 
to it; agreeably to Rule XL, "Two clauses," etc. 

EXAMPLES TO BE POINTED AND PARSED. 

1. Though the age of miracles is past that of superstition remains. 

2. Wealth is of no real use unless it be employed in doing good. 

3. If we would make our mark on society we must avoid dissipa- 
tion. 

4. Let your aim be high or you will neither become great nor good. 

5. Do right though the heavens fall. 

G. Never despair and you will never fail. 

7. If 3"ou would be happy be good. 

8. Were there no temptation there would be no test of Virtue. 

9. AVhen you have completely mastered this lesson I will hear you 
recite. 



RULE XII. 

When a verb is understood, its place should generally be supplied 
by a comma. 



ELEMENTS OF PUNCTUATION. 251 

Model. 
"^ wise man thinks before he speaks ; a fool, ivhen he has spoken.^^ 
In the second member of this sentence, the verb ^' thinks^' is omit- 
ted, and its place is supplied by a comma ; agreeably to Rule XIL, etc. 

EXAMPLES TO BE POINTED AND PARSED. 

1. Anger prompts men to contention ; avarice to oppression. 

2. Labor brings pleasure ; idleness pain. 

3. Truth belongs to the man ; error to his age. 

4. Homer was the greater genius ; Virgil the better artist. 
6. Plants are formed by culture ; men by education. 

6. Virtue leads to honor; vice to infamy. 

7. War is the law of violence ; peace the law of love. 

8. The young are slaves to novelty ; the old to custom. 

9. A robber employs violence; a thief cunning and guile. 

10. One murder makes a villain ; millions a hero. 



RULBXIII, 

An indirect quotation or an expression v/hich resembles a quotation, 
should be separated by a comma from the clause that introduces it. 

Model. 

'* There is much truth in the proverb, ' Without pains, no gains.'' ^^ 

The aphorism, '•'"without pains, no gains,^'' is here introduced as a 
quotation ; it is, therefore, separated from the preceding clause by a 
comma; agreeably to Rule XIII., "A short quotation," etc. 

EXAMPLES. 

1. One of life's first lessons is "Think before you act." 

2. Crockett's motto was Be sure you are right, then go ahead. 

3. It is an old adage Misery is wed to guilt. 

4. How seldom do we hear a student say I will try and I will suc- 
ceed. 

• 5. Do you know the motto of the French people — France and Na- 
poleon ? 

6. Our nation's watchword is In God we trust. 

7. John Adams is represented by Webster as commencing his 
speech in favor of Independence, by saying Sink or swim live or die 
I give my hand and my heart to this vote. 

8. One of Franklin's laconic sayings was An idle man's head is the 
devil's workshop. 

9. Washington's great advantage was that he had a large share of 
common sense. 

10. I h«ard him say that he was going to the city to buy goods. 



252 ELEMENTS OF ENGLISH GRAMMAR. 



RULE XIV. 

Words arranged in pairs should be separated by placing a comma 
after each pair. 

Model. 

^^ Sunlight and shadow, joy and sorroio, hopes and fears, are the inheritance 

of humanity.^'' 

The several nouns which form the subject of this sentence, are 
arranged in pairs ; and each pair is follovred by a comma; agreeably 
to Rule XIV. 

EXAMPLES TO BE POINTED AND PARSED. 

1. The Yankee boy walks and talks whistles and whittles builds air 
castles and demolishes them and believes himself almost a king. 

2. Idleness and poverty vice and crime guilt and misery are insep- 
arable. 

3. I have seen the effects of love and hatred joy and sorrow pros- 
perity and adversity hope and despair. 

4. Sooner or later you will realize the value of life 

5. We should be prepared for health or sickness life or death. 

6. The dying man cares not for pomp or luxury palace or estate 
silver or gold. 

7. What to Napoleon when an exile were crown and throne honor 
and emolument wealth and power. 

8. Our Heavenly Father sees every grief and sorrow trial and care 
pain and anguish and he has a balm for every wound. 

9. I saw at the Fair crowds of men and women youths and maidens 
boys and girls. 

10. "Praise the Lord from the earth ye dragons and all deeps fire 
and hail snow and vapor mountains and hills fruitful trees and cedars 
beasts and cattle creeping things and flying fowl kings and people." 



SECTION II. 
OF THE SEMICOLON. 

The semicolon is a comma with a period over it. It should, be 
used in accordance with the following Rules. 

RULE I. 

When two clauses, the former complete in itself, and the latter 
added as an inference, an antithesis, or an explanation, are connected 
by and, but, for, or because, they should be separated by a semicolon. 



ELEMENTS OF PUNCTUATION. 253 

Model. 

**J[ wise son maketh a glad father ; but a foolish son is the heaviness of 
his mother.'^ 

The former clause of this sentence is complete in itself; but the 
latter clause is added as an antithesis, and is, therefore, preceded by 
a semicolon ; agreeably to Rule I. 

EXAMPLES TO BE POINTED AND PARSED. 

1. Labor is no disgrace for it is an ordinance«of Heaven that man 
shall live by the sweat of his brow. 

2. The Creator designed industry to be a blessing to man and hence 
we may infer that idleness does not promote enjoyment. 

3. Truth is more precious than gold and its value will continue for- 
ever. 

4. Human glory in all its phases is vanity for like the morning 
cloud and the early dew it passes away. 



RULE II. 

The members of a compound sentence, unless short and closely 
connected, should be separated by a semicolon. 

Model. 

^^The heaveiis declare the glory of God; and the firmament showeth his 
handy workJ^ 

This is a compound sentence, consisting of two members ; the for- 
mer of these ends at God, and is followed by a semicolon ; agreeably 
to Rule II., " The members of a compound sentence, unless short and 
closely connected, should be separated by a semicolon." 

EXAMPLES TO BE POINTED AND PARSED. 

1. The liberal soul shall be made fat and he that watereth shall 
be watered also himself. 

2. He that observeth the wind shall not sow and he that regardeth 
the clouds shall not reap. 

3. The words of a wise man's mouth are gracious but the lips of a 
fool will swallov/ up himself. 

4. The sun which during the morniiig had been concealed by clouds 
shone forth with the splendor of noonday the landscape covered with 
a thousand beauties was suddenly illumined by his beams and all 
nature seemed to feel the influence of the blaze of light that burst 
upon it. 

22 



254 ELEMENTS OF ENGLISH GEAMMAR. 



RULE III. 

When one or more of the principal parts of a sentence is divisible 
by a comma into smaller portions, the principal parts should be sep- 
arated by semicolons. 

Model. 

^'■Tlie success of a school is not to be determined by the names and titles of 
its teachers, nor the'number of its pupils ; but by their progress in knowl- 
edge and virtue, and their fitness for the duties of life^ 

The leading part of this sentence ends Sit pupils, and both parts are 
separated into smaller portions by commas ; a semicolon is, there- 
fore, placed SiftQv pupil; according to Eule III., etc. 

EXAMPLES, 

1. The men who fill the highest* offices of state were children 
once joining in their sports lisping their words and learning their 
lessons. 

2. Success is generally though not always the result of industry 
and virtue failure of indolence and vice. 

3. By our deeds not our words we show our true character and 
such will be the judgment of mankind. 

4. If the truth is in us and shines forth in our walk and conversa- 
tion men will not only see and feel it but will acknowledge its presence 
and power, 

RULE IV. 

AVhen several short sentences or expressions, which are slightly 
connected in sense or construction, follow each other, they should be 
separated by semicolons. 

Model. 

^^Time hurries on; life is but a dream; eternity is Just at hand.^^ 

This compound sentence is made up of three short simple sentences ; 
which are separated from each other by semicolons; agreeably to 
llulc IV., "When several short sentences or expressions, which are 
slightly," etc. 

EXAMPLES. 

1. The war is over the soldier returns to his home the plough-boy's 
whistle is heard in the field and the click of the mechanic's hammer 
rings out from the shop. 

2. Be true be faithful be prompt be good and you will prosper. 

8. The old men sit at their doors the gossip leans over her counter 
the children shout and frolic in the street. 



ELEMENTS OF PUNCTUATION. 255 

4. The temples are profaned the soldier's curse resounds in the 
house of God the marble pavement is trampled by iron hoofs horses 
neigh beside the altar; 

RULE Y. 

A semicolon should be placed before " as," " to wit,^' ^^namehj,^^ and 
** that w," when they precede an example or illustration ; and before 
an enumeration of particular objects, explanatory of some preceding 
word. 

Model. 

"u4ZZ names of males ; as, father ^ son, John, etc., are of the masculine 



In this example, ''as" introduces a series of illustrations, and is, 
therefore, preceded by a semicolon; agreeably to Rule V., "A semi- 
colon should be placed before," etc. 



EXAMPLES. 



1. There are six New England States namely Maine New Hamp- 
shire Vermont Massachusetts Rhode Island and Connecticut. 

2. The history of the world is sometimes divided into three pe- 
riods viz. Ancient History Mediasval History and Modern History. 



SECTION III. 

OF THE COLON. 

The colon consists of two periods, the one over the other. It is 
used to separate parts of sentences, which are less connected than 
those marked by the semicolon ; and in accordance with the follow- 
ing rules : 

RULE I. 

A colon should be placed after a clause which is complete in itself; 
but followed, without a conjunction, by some remark, inference, or 
illustration. 

Model. 

^^ Modesty is a quality which cannot be counterfeited : it is an internal exist- 
ence, not an external appear ance.^^ 

By introducing a conjunction between the parts of this sentence, 
we make the colon unnecessary ; and its place should be supplied by 
a semicolon; thus; 
^^ Modesty is a quality which cannot be counterfeited; for it is an internal 
existence, not an external appearance.^'* 



256 ELEMENTS OF ENGLISH GEAMMAR. 



EXAMPLES. 

1. Avoid affectation it is a contemptible weakness. 
' 2. Harbor no malice in thy heart it will be a viper in thy bosom. 

3. Make no pretensions to superior wisdom if it exist it shines like 
a luminous body by its own light. 

4. Virtue is too lovely and useful to be immured in a cell the world 
is her sphere of action. 

RULE II. 

When the principal parts of a sentence are united by a conjunc- 
tion or an adverb, and, at the same time, either of these parts is 
divisible into smaller portions by a semicolon; the two principal 
parts should be separated by a colon. 

Model. 

^^Love justice; and he governed hy its laivs every day of thy life: for its 
empire is the universe, and its seat, the throne of God.^^ 

The two principal parts of this sentence end respectively with life 
and God: the former is separated into two parts by a semicolon; 
hence, although the two principal parts are united by the conjunc- 
tion/or, a colon is placed between them; agreeably to Rule IL, etc. 

EXAMPLES. 

1. We foster love and kindle strife the bitter and the sweet of life 
piercing and sharp we wound like steel now smooth as oil those 
wounds we heal. 

2. Men of different parties must of course think their own opin-. 
ions right for if they did not the opinions would no longer be theirs 
but as these opinions are widely different the parties holding them 
must be to a greater or less extent involved in error. 



UTILE III. 

A colon should be placed before a direct quotation, or an expres- 
sion resembling a quotation; and before an enumeration of particu- 
lars, when formally introduced. 

Model. 

^^All our conduct toward men should be regulated hy this precept: ^As 
ye would that men should do to you, do ye even so to them,^ '' 

The construction of this example is such as to draw the special 
attention of the reader to the quotation; and, lience, the quotation 
is said to be formally introduced : it is, therefore, preceded by a 
colon ; agreeably to Rule III., "A colon should be placed before," clc. 



ELEMENTS OF PUNCTUATION. 257 



EXAMPLES. 

1. The air was sweet and plaintive and the words literally trans- 
lated were these The winds roared and the rains fell when the poor 
white man faint and weary came and sat under our tree. 

2. I can think of no duty more important than that enjoined by 
our Saviour in these words Search the Scriptures. 



SECTION IV. 

OF THE PERIOD. 

The period is a small round dot. It is used to mark the close of a 
perfect sentence, according to the following rules :. 

RULE I. 

Every complete sentence which is neither interrogative, nor exclam- 
atory, should be followed by a period. 

Model. 

'•''To a great extent, man is the arbiter of his own destiny."" 

This is a perfect sentence, and neither asks a question, nor ex- 
presses emotion or passion : it is, therefore, followed by a period ; 
agreeably to Rule I. 

EXAMPLES. 

1. Truth is eternal and immutable 

2. I have no hope of any permanent civilization that has not the 
Christian religion for its basis 

3. The Bible furnishes the only antidote for the sorrows and suifer- 
ings of humanity 

RULE II. 

A period should be placed after every word standing alone ; after 
every abbreviaticfi ; after a letter, or a combination of letters, r^'p 
resenting a number ; and before a decimal fraction, whether stand 
ing alone, or in combination with an entire number. 

EXAMPLES. 

1. Rev A H Vinton Rector of Trinity Church New York City 

2. Boston Is it a city a State or a country 

3. VI means one added to five or six 

4. 25 06 is read twenty-five and six hundredths 

22* R 



])- 



258 ELEMENTS OF ENGLISH GEAMMAR. 

SECTION V. 

OF THE INTERHOGATION POINT. 

The interrogation point is a crooked mark with a period below it. 
It should be used according to the following • 

RULE. 

Every question, whether expressed by a word, phrase, or clause, 
should be followed by an interrogation point. 

EXAMPLES. 

1. The fathers — where are they and the prophets — do they 
live forever 

2. Do you know that time once past can never be recalled 

3. How am I to become wise By indolence by trifling Surely 
not. 



SECTION VI. 

OF THE EXCLAMATION POINT. 

The exclamation point is a short vertical mark with a period below 
it ; thus ; ! Its use is regulated by the following 

RULE. 

Every exclamation, whether expressed by a word, a phrase, or a 
clause, should be followed by an exclamation point. 

EXAMPLES. 

1. Oh that they were wise that they understood this that they 
would consider their ways 

2. Alas for them their day is o'er 

3. Rouse ye Romans rouse ye slnves 

4. Alas for the poor soldier dead on the field 



SECTION VII. 
OF THE MARKS OE QUOTATION. 

Two inverted commas, placed before a word, phrase, or passage, 
and two apostrophes placed after it, are called marks of quotation. 
The following rules may guide us in their use : 



ELEMENTS OF PUNOTUATION. 259 



RULE I. 

A word, phrase, or passage belonging to another, and introduced 
into one's own composition, should be enclosed by marks of quota- 
tion! 

EXAMPLES. 

1. The preaching of our Saviour was plain and direct: he said, 
*' Except ye repent, ye shall all likewise perish." 

2. ^^ Paradise Lost,'' is the noblest production of English genius. 

3. That "rats leave a sinking ship," is a political aphorism. 

4. The practical value of an education has seldom been more forci- 
bly expressed, than by the poet, when he says, 

" 'T is education forms the common mind ; 
Just as the twig is bent, the tree 's inclined." 

5. **Too many," says a writer, "spend their lives in doing nothing 
at all, or in doing nothing to the purpose, or in doing nothing that 
they ought to do." 

RULE II. 

When one quotation is included vvdthin another, it should be pre- 
ceded by a single inverted comma, and followed by a single apos- 
trophe. 

EXAMPLES. 

1. Speaking of the poetry of the Bible, a writer says, "The sim- 
ple sublimity of the Psalmist in the passage, 'When I consider the 
heavens, the work of thy fingers, the moon and the stars which thou 
hast ordained, what is man thou that art mindful of him? or the 
son of man that thou visitest him ? ' is inimitable." 

2. An eloquent preacher asks, "Who would not prefer our wintry 
storm, and ' the hoarse sighings of the east wind,' as it sweeps around 
us, if they will brace the mind to nobler sentiments, and the heart 
to better duties ? " 



260 ELEMENTS OF ENGLISH GRAMMAR. 



REVIEW. 

1. What is Syntax? 

2. How many Rules of Syntax are given ? 

3. Will you repeat them in their order? 

4. Will you give an illustration of each Rule ? 

6. How many Rules treat of the construction of nouns 9 

6. How many Rules for the construction of adjectives? 

7. How many and which for the construction of pronouns? 

8. How many for the construction of ve7'bs ? 

9. How many for the construction of adverbs? 

10. How many apply respectively to prepositions, conjunctions, and 
interjections ? 

11. What is punctuation ? 

12. What marks of punctuation are of most frequent use ? 

13. Describe each of these marks. 

14. How many Rules are given for the use of the comma? 

15. Will you repeat them in their order? 

16. How many Rules for the use of the semicolon? 

17. Will you repeat these Rules? 

18. How many Rules for the use of the colon? 

19. Will you repeat them ? 

20. How many for the use of the period ? 

21. Will you repeat them ? 

22. Will you repeat the Rules for the use of the interrogation and 
exclamation points? 

23. What Rules are given for the use of quotation marks ? 

24. Will you point, symbolize, and analyze the following sentences, 
and parse the words which compose them ? 

EXAMPLES. 

1. The proper study of mankind is man 

2. Did you hear the clock on the Old Church strike the hour of 
"twelve 

3. How strange that we should be invited to the house of Henry's 
father 

4. There is no place which is at the same time more solemn and 
joyful than the house of God 

6. True greatness may be found in the cottage as well as in the 
mansion 

6. Never will the citizens of the United States forget the name of 
George Washington their Commander-in-Chief during the war of tlie 
Revolution and their First President under the Constitution of the 
Republic 

7. Who that has been a wanderer has not sighed for the joys of 
home 



ELEMENTS OF PUNCTUATION. 261 

8. Count that day lost whose low descending sun 
Views from thy hand no worthy action done 

9. Would you do an act which shall show you truly great Render 
to all men good for evil 

10. I have no sympathy with that class of persons who are con- 
tinually finding fault with every thing and every body and can see 
nothing good either in the universe of matter or of mind 

'* 11. This book entitled the Elements of Grammar being finished 
we are now prepared to look back and see what progress we have 
made and of what advantage it has been to us 

12. unfading hope when life's last embers burn 

when soul to soul and dust to dust return 
heaven to thy charge resigns the awful hour 
oh then thy kingdom comes immortal power 
what though each spark of earth-born rapture fly 
the quivering lip pale cheek and closing eye 
bright to the soul thy seraph hands Convey 
the morning dream of life's eternal day 
then then the triumph and the trance begin 
and all the phoenix spirit burns within 

eternal hope when yonder spheres sublime 
peal'd their first notes to sound the march of time 
thy joyous youth began but not to fade 
w^hen all the sister planets have decayed 
when wrapt in fire the realms of ether glow 
and heaven's last thunder shakes the world below 
thou undismayed shalt o'er the ruins smile 
and light thy torch at nature's funeral pile. 

Place capital letters and marks of punctuation, analyze, and parse. 



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